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UNITED STATES BUREAU OF EDUCATION 

BULLETIN, 1914, NO. 6 WHOLE NUMBER 577 



KINDERGARTENS IN THE UNITED STATES 



STATISTICS AND PRESENT PROBLEMS 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1914 

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UNITED STATES BUREAU OF EDUCATION 

BULLETIN, 1914, NO. 6 WHOLE NUMBER 577 



KINDERGARTENS IN THE UNITED STATES 



STATISTICS AND PRESENT PROBLEMS 





WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1914 







\ 



^ 



ADDITIONAL CO'PIES 

07 THIS PUBLICATION MAT BE PROCURED FROM 

THE SUPERINTENDENT OF DOCUMENTS 

GOVERNMENT PRINTING OFFICE 

■WASHINGTON, D. C. 

AT 

20 CENTS PER COPY 



o; OF D, 

MAR 23 -m 



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CONTENTS 



* 



Page. 

Letter of transmittal 5 

I. Introduction 7 

II. Statistics 16 

Table 1. — Summary of statistics of public kindergartens for year ended 

June 30, 1912 16 

Table 2. — Statistics of kindergartens other than public for year ended 

June 30, 1912 17 

Table 3. — Cities having a supervisor of public kindergartens — Salary. . 18 

Table 4. — Kindergartens (other than public) having a supervisor 18 

Table 5. — Statistics of public-school kindergartens for year ended June 

30, 1912 * 19 

Table 6. — Statistics of kindergartens other than public for year ended 

June 30, 1912 53 

List of kindergartens for which no statistical data are available 86 

Kindergartens not represented in the foregoing tables 89 

III. Kindergartens as viewed by superintendents, primary supervisor-, and 

first-grade teachers 93 

A. Opinions of superintendents 96 

B. Opinions of primary supervisors 103 

C. Opinions of primary teachers 109 

IV. Abstracts of papers read at the meeting of the International Kindergarten 

Union. Washington, D . C . . April-May, 1913 114 

The standardizing of kindergarten training 114 

The kindergarten and general educational principles 118 

What the kindergarten can learn from Montessori 118 

The relation of director and assistant in the kindergarten 120 

The responsibility of the assistant 121 

The gifts 122 

Principles in the selection of stories for the kindergarten 124 

References on kindergarten education 129 



ILLUSTRATIONS. 



Page. 

Plate 1. "Follow my leader" Frontispiece. 

2 A. "Who'll be' there first?" 96 

2 B. " Play in the out-of-doors ' ' 96 

3 A. '"Three cheers for the red, white, and blue" 96 

3 B. ''One-two, one-two, march along" . _ 96 

4 A. ''What fun clay is!" 112 

4 B. "Once upon a time" 112 

5 A. "Mine is finished" 112 

5 B . "We are going to build houses " 112 

6 A. " Let us play house" 128 

6 B . " Guess what I am touching " 128 

3 



LETTER OF TRANSMITTAL 



Department of the Interior, 

Bureau of Education, 
Washington, October 20, 1913. 

Sir: The interest in the kindergarten for young children has, 
within the last 25 years, extended to all parts of our country. In a 
large proportion of our cities and towns the kindergarten has become 
recognized as an important part of the public-school system. Within 
the decade from 1902 to 1912 the number of kindergartens in the 
United States increased from 3,244 to 7,557, and the number of chil- 
dren enrolled in those reporting to this bureau increased from 205,432 
to 353,546, a gain of 133 per cent in the number of kindergartens 
and of 72 per cent in the number of enrolled children reported. The 
proportion of kindergartens supported by public-school funds as a 
part of the public-school system has increased very rapidly in recent 
years, the number of public kindergartens for 1912 being 6,563, or 
87 per cent of the total, and the number of children enrolled in these 
public kindergartens being 301,327, or 88 per cent of the total num- 
ber of enrolled children reported. The total number of kindergarten 
teachers reported in 1912 was 8,856. 

A form of education so widespread as this, and enlisting the serv- 
ices of so many people, deserves careful and thorough investiga- 
tion by this bureau, and such investigation it hopes to be able to make 
some time soon. In the meantime, I recommend that the accom- 
panying manuscript, containing kindergarten statistics for the year 
ended June 30, 1912, and the carefully prepared opinions of the large 
number of people whose experience makes their opinion on this sub- 
ject valuable, be published as a bulletin of the Bureau of Education 
for distribution among school officials, kindergartners, and others 
directly interested in the subject. 

Kespectfully submitted. 

P. P. Claxton, 

Commissioner. 
To the Secretary of the Interior. 

5 



KINDERGARTENS IN THE UNITED STATES. 



I. INTRODUCTION. 

The survey of the status of kindergartens in the United States for 
the school year 1911-12 was made with the idea of gathering to- 
gether quantitative facts. The question-forms, therefore, asked 
chiefly for returns in figures, and these will be found summarized and 
tabulated in the statistical section of this bulletin. Figures are sig- 
nificant if read back into the setting from which they were taken, and 
interpreted in relation to their context ; they are rich material to one 
who makes a rich use of them, but void otherwise. The statistics 
given in Section II should accordingly be read with direct reference 
to the material presented in the other sections, particularly the opin- 
ions of superintendents, primary supervisors, and grade teachers in 
different cities. 

It is interesting to note the numerical extension of public kinder- 
gartens and all other kinds of kindergartens at the close of June, 
1912, particularly in comparison with the figures obtained by the 
Bureau of Education in 1902, and published in the Commissioner's 
Report for that year. These figures showed a total of 3,244 kinder- 
gartens, with an enrollment of 205,432 children. The census of 1900 
gave a population of 3,639,583 children between 4 and 6 years of age, 
so that a little more than 5 per cent of the children between the ages 
of 4 and 6 were receiving kindergarten training in 1902. Ten years 
of growth resulted in 7,557 kindergartens with an enrollment of 
353,546 children. The census of 1910 gives a population of 4,150,315 
children between 4 and 6 years of age. In 1912, therefore, approxi- 
mately 9 per cent of the children of kindergarten age were in kin- 
dergartens. 

This sort of computation, however, is akin to standing a little 
child against the kitchen door and measuring his height every six 
months, and letting him triumphantly view the new scratch which 
shows how he is "growing." But no series of ascending scratches 
can record the development of the little child's mind and power. 
The kitchen-door measurements are obvious and tangible, but sig- 
nificant only when taken in connection with the evidences of in- 
creasing intelligence and power of adjustment. 

7 



8 KINDERGARTENS IN" THE UNITED STATES. 

In like manner, the tables of statistics presented are not an end 
in themselves, but a means to an end, and the purpose of the Bureau 
of Education is to use the numerical survey as a point of vantage 
from which to carry on constructive work for more kindergartens 
and better kindergarten training schools, better quality of teachers, 
and better organization of the kindergarten as a necessary part of 
the system of public education. 

That much constructive work must be done is a truism which im- 
presses itself with increasing strength upon those who watch the 
signs of the times. The steady advance of kindergartens and of the 
kindergarten idea which is permeating the grades is an element which 
requires careful consideration and handling. The child of kindergar- 
ten age is so young, so impressionable, so incapable of defending 
himself against the faulty words and actions and mental attitudes of 
teacher, that means must be devised to eliminate or at least dimmish 
the number of faulty teachers. Standards of requirements as to 
personality and academic and professional training must be raised 
and maintained, for the surest guarantee of the extension of kin- 
dergartens is good work done by good teachers. Any other method 
is fictitious, or has a merely inflated value. 

City superintendents, in response to inquiries as to the value of 
the kindergarten as part of the public-school system, make it plain that 
both the quantitative and qualitative success of the kindergarten is 
due to the excellence of the teacher. Furthermore, a particular 
training school is sometimes mentioned as maintaining standards 
which are regarded as an assurance of excellent quality of work on 
the part of its graduates. 

While the question-form employed in conducting this survey 
asked chiefly for numbers, and the replies came back in terms of 
numbers, they were freighted in many cases with unintended reve- 
lations. From the intended, as well as from the unintended, re- 
sponses may be drawn several conclusions or at least tentative 
inferences. A casual glance at the tables of statistics will show the 
facts about kindergartens in so far as those facts are uniform and 
capable of being reduced to columns. The location, the number 
of persons involved either as teachers or taught, the sums of money 
expended, all these items tell a tale of conformity to certain prac- 
tices. They reveal the distribution of the expected factors. 

It is in the nonconforming details that the unexpected factors 
come to light and present variations in organization and practice. 
These variations make some real contributions to the kindergarten 
situation as a whole; they testify to the flexibility of the kindergarten 
and to the truth that, though principles remain eternally fixed, they 
must be adapted to the peculiar needs of particular communities 
and groups of children. 



INTRODUCTION. 9 

In the first place the many varieties of types of kindergartens are 
noteworthy: 

(a) Kindergartens that are part of the public-school system. 

(b) Kindergartens in parochial schools (Roman Catholic and Ger- 
man Lutheran). 

(c) Kindergartens supported partly by a local kindergarten asso- 
ciation and partly by the board of education. 

(d) Kindergartens supported entirely by donations made through 
a local kindergarten association. 

(e) Kindergartens supported by a church as part of its missionary 
activities. 

(/) Kindergartens maintained as part of social settlement schemes. 

(g) Kindergartens maintained by manufacturers and mill owners 
as part of their social welfare work. 

(h) Kindergartens maintained in orphanages and day nurseries. 

(i) Kindergartens maintained in schools for physical defectives, 
for mental defectives, or subnormal children. 

(j) Private kindergartens either as part of a private school or as a 
separate institution. 

(k) Kindergartens in universities and colleges which give courses 
in science of education, and in State normal schools. In these kin- 
dergartens, which may be regarded as laboratories, the students in 
training have opportunities for observation and practice teaching. 

In the foregoing classification may be traced the historical devel- 
opment of kindergartens in our country. First, there were private 
kindergartens, regarded as more or less of a luxury for the children 
of well-to-do people. Next, good men and women began to pro- 
vide "charity" kindergartens for the poor and neglected children; 
churches, settlements, kindergarten associations, and mill owners 
gave and continue to give glad and generous support to such kin- 
dergartens. Third, as a direct outgrowth of the work of the kin- 
dergarten associations, there have evolved training schools for young 
women, established primarily to fill an immediate need, and continued 
since because they have become their own excuse for being. Fourth, 
the State legislature has been induced to pass a bill making it legal 
to institute public -school kindergartens. Fifth, local boards of edu- 
cation have partially, then entirely, taken over the care and education 
of little children. And sixth, the State and city normal schools have 
incorporated the kindergarten training schools, making them into 
a regularly integrated department. 

Thus the path of progress has been from private philanthropy 
toward a broader sense of social relationships, which realizes that the 
State should be the true nurturing agency; that a country like 
America, in which the ideals of democracy obtain, should, of all 



10 KINDERGARTENS IN THE UNITED STATES. 

countries, be the one to provide for every stage of education from 
bab3'hood up. 

Thus, too, it will be seen that the nurturing, maternal aspect of 
education is stressed in the kindergarten, and its flexibility in the 
direction of teaching after a motherly fashion is evidenced by its 
adoption into day nurseries, orphanages, schools for physical and 
mental defectives, etc. In other words, wherever a child is so cir- 
cumstanced that he is living a fraction of a life, the kindergarten is 
needed to supply some of the missing portion. No wonder then that 
mother-hearted women are always behind the formation of asso- 
ciations and clubs and boards whose aim it is to extend kindergartens. 

On the other hand, the scientific aspect of kindergarten education 
is strongly accented in what may be termed " laboratory" kinder- 
gartens, which are maintained in connection with normal schools 
and colleges and universities in which the science of education is 
part of the curriculum. The child-study phase of psychology has 
turned the attention of educators increasingly to the necessity of 
providing opportunities for first-hand experiences with children. 
In "laboratory" kindergartens, students of education may observe 
and then do practice-teaching, and thus learn how to interpret with 
scientific care significant expressions on the part of the children. 

Between these two well-marked functions of kindergarten educa- 
tion, the nurturing and the scientific, the public school kindergarten 
stands as a mediating element, in which it is sought to provide for the 
children of the people the best kind of nurturing a r ad scientific care, 
to give them the best kind of physical, mental, social, and spiritual 
training. According to the special needs of the particular localities 
in which the kindergartens are established, emphasis is placed on 
one or more of the phases of the training. But perhaps the most 
noticeable current in public-school kindergarten practice is in the 
direction of blending kindergarten and primary-grade work. A care- 
ful study of the footnotes to the statistical tables makes it plain that 
the problem is a very real one. 

It is in the very nature of things that the public school should tend 
to mold whatever it adopts out of life into a uniform cast. The 
kindergarten offers resistance to such molding, and yet its supporters 
wish it to belong to the system of public education, belong in reality 
as well as in name. To preserve the distinctive character which 
glorifies the kindergarten without allowing that distinctiveness to 
isolate it is the difficult task. 

The grades are conscious of the liberating influence which has 
emanated from the kindergarten; at the same time the first grade par- 
ticularly calls earnestly to the kindergarten to help make adjustments 
which will do away with the abrupt change the child feels in passing 
from the free atmosphere of the one into the more circumscribed 



INTBODUCTION. 11 

surroundings of the otlier. Evidence is not wanting that such ad- 
justments are in the making. For instance, in some school com- 
munities the number of elemental grades is nine instead of the 
customary eight, made so by a subprimary class which is a mixture 
of kindergarten and first-grade work and which admits children at 
five years of age. In other communities the two sessions-a-day prac- 
tice prevails; in some cases the same children attend both morning 
and afternoon sessions, having "pure" kindergarten work in the 
morning and "beginning" first-grade work in the afternoon; or, 
again, the kindergarten children are divided into two groups, A and B ; 
in the morning A and B both attend and have pure kindergarten; 
in the afternoon group B only will return for first-grade work. 

In some cities the kindergarten is arranged on a basis of semiannual 
promotions, and the children spend the first twenty weeks of the 
year in kindergarten and the last term in first-grade preparatory 
work. In some places the age at which the children must leave 
kindergarten is fixed at 6 or 7 but in the majority of cases it will be 
noticed that no rigid ruling is made, the degree of development of the 
individual child being the determining factor in his promotion from 
kindergarten to first grade. This is as it should be, although there is 
danger that through misplaced sentiment on the part of the teacher 
or mother a child may sometimes be retained in the kindergarten 
longer than is right and wholesome. 

The increasing number of two-session-a-day kindergartens in city 
public-school systems is working many changes in the distribution 
of the kindergarten teacher's time. Where a morning session only 
is the rule, the teacher usually spends her afternoon visiting the homes 
of her children, holding mothers ' meetings, and attending classes for 
further study and self -improvement. Her opportunities for widen- 
ing and enriching her experiences are plentiful. Where the double- 
session rule prevails, nearly all her time is bestowed directly on the 
children, and she is thus enabled to give herself to twice as many 
little people as she could touch under the former arrangement, while 
her social and neighborhood work is given over more and more to 
medical inspectors, school nurses, mothers' clubs, and parent-teacher 
associations. It is still an open question as to how the gain and loss 
will balance up. One city that has tried two sessions as an experi- 
ment is returning to one session. 

Those who are watching the trend of school practice can not yet 
decide whether the kindergarten teacher stands in peril of losing just 
that quality which has been so potent a factor in modifying school 
theory and school practice. That quality, not easily described, grows 
out of the motherly, nurturing character of the kindergartner 's 
work. It is not "an artificial pose of motherhood," but a genuine 
necessary element of the teaching relationship, lacking which all 



12 



KINDERGARTENS IN THE UNITED STATES. 




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INTRODUCTION. 13 

teaching becomes flat, dull, inert. Scientific it may be, but it fails to 
be humanized. 

There are three large organizations in the country whose members 
seek to preserve and extend the essential spirit of the genuine kin- 
dergarten — the International Kindergarten Union, the National 
Congress of Mothers, and the National Kindergarten Association. 

The International Kindergarten Union has for 20 years not only 
guarded carefully the standards of good work, but has advanced those 
standards toward higher and still higher levels. The International 
Kindergarten Union endeavors to see to it that the kindergarten 
training schools try to interest an increasingly better type of young 
womanhood in the vocation of kindergarten teaching, on the sound 
principle that in the the next period of growth everything will de- 
pend upon the character of the young women who go into new locali- 
ties and represent the kindergarten; that these kindergartners must 
be fair and strong, full of the spirit of sacrifice and service, and at 
the same time possessed of excellent scholarship and a clear idea of 
their institutional obligations. In the successive conventions of the 
International Kindergarten Union the various new phases of child 
education are brought forward for consideration, and the discussions 
are carried on in a spirit of frankness and open-mindedness. As 
might be expected, the educational system of Dr. Montessori is 
receiving most thoughtful attention on the part of this body of edu- 
cators, and experiments in comparing Froebelian with Montessori 
practices have been undertaken in several quarters. The prevailing 
opinion seems to be that some of the Italian system can be dovetailed 
into the kindergarten with distinct advantage to the children. 

The National Congress of Mothers is another organization which 
is active in fostering the growth of kindergartens. In former days the 
kindergarten teacher never rested until she brought into being a 
mothers' meeting and by this means joined the hands of the home 
and the school. In these latter days the converse is taking place, 
and the mothers' club or parent-teacher association works ardently 
for the establishment of kindergartens, often undertaking to support 
one or more in a city until the board of education is sufficiently con- 
vinced of the value of kindergarten training to make it part of the 
public-school system. In this and in many other ways organized 
motherhood is doing genuinely creative educational work, and in its 
affiliations with kindred bodies of social-welfare workers a mighty 
force is generated that in due course of time will remove mountains 
of ignorance and negligence. 

The National Kindergarten Association is the most recently formed 
of the three organizations. Its main purpose is to stimulate public 
interest and activity so that they will result in adequate provision 
for kindergarten training for every little child of the Nation. In 



14 KINDERGARTENS IN THE UNITED STATES. 

other words, the association is an instrument of propaganda, and 
during the four years of its existence has accomplished a great deal. 
New lines of extension have been undertaken which are leading 
directly not merely to more kindergartens, but also to more effi- 
cient kind ergai tens. 

The National Kindergarten Association is cooperating with the 
United States Commissioner of Education in conducting the kinder- 
garten division of the Bureau of Education at Washington. Miss 
Myra M. Winchester, educational director of the 'association, and 
Miss Bessie Locke, corresponding secretary, have/ been appointed 
special collaborators of the Bureau of Education.' , Miss Winchester 
is in charge of the office in Washington and Miss Locke cooperates 
from the office of the association in New York. 



INTRODUCTION. 15 

Number of children enrolled in kindergartens per thousand of the population between 

4 and 6 years of age in 1912. 

1. New Jersey— 278. 

2. District of Columbia — 225. 

3. New York— 234. 

4. Wisconsin— 234. 

5. Connecticut — 221. 

6. Rhode Island— 213. 



7. Michigan — 197. 



8. Colorado— 154. 



9. Massachusetts — 132. 



10. Utah— 132. 



11. California— 129. 



12. Missouri— 109. 



13. Nebraska— 108. 



14. Minnesota — 97. 



15. Ohio— 89. 



16. Indiana — i 



17. Iowa— 78. 



18. New Hampshire— 66. 

19. Nevada— 63. 

20. Pennsylvania— 55. 

21. Maine— 50. 

22. Louisiana — 45. 

23. Arizona — 40. 

24. Maryland — 39. 

25. Illinois— 37. 

26. Delawar e— 36. 

27. Kentuck y— 35. 

28. Vermon t— 33. 

29. Oklaho ma— 31. 

30. Florid a— 26. 

31. Geor gia— 24. 

32. Sout h Dakota— 22. 

33. Ka nsas— 19. 

34. So uth Carolina— 18. 

35. Al abama— 18. 

36. W yoming— 17. 

37. T ennessee— 16. 

38. T exas— 16. 

39. V irginia— 15. 

40. W ashington— 14. 

41. Idaho— 13. 

42. M ississippi— 12. 

43. N ew Mexico— 12. 
44^North Dakota— 10. 

45. Montana— 8. 

46. North Carolina— 7. 

47. Arkansas— 3. 

48. Oregon— 2. 

49. West Virginia— 1. 



15855°— 14- 



II. STATISTICS. 



Table 1. — Summary of statistics of public kindergartens for year ended June SO, 1912} 



States. 



Cities 
having 
public 
kinder- 
gartens. 



Number 

of 
kinder- 
gartens. 



Number 

of 
children 
enrolled. 



Average 
daily 

attend- 
ance. 



Number 

of 
teachers. 



United States. 



867 



6,563 



301,327 



180,560 



North Atlantic Division. 
North Central Division. . 
South Atlantic Division. 
South Central Division.. 
Western Division 



311 

454 

21 

32 

49 



3,108 

2,780 

146 

216 

313 



155, 908 

108, 187 

7,365 

10, 496 

19, 371 



91,010 

69, 118 

4,568 

6,237 

9,627 



North Atlantic Division: 

Maine 

New Hampshire 

Vermont 

Massachusetts 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 

North Central Division: 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota 

South Dakota 

Nebraska 

Kansas 

South Atlantic Division: 

Delaware 

Maryland 

District of Columbia. 

Virginia 

West Virginia 

North Carolina 

South Carolina 

Georgia... 

Florida 

South Central Division: 

Kentucky 

Tennessee 

Alabama 

Mississippi. 

Louisiana 

Texas 

Arkansas 

Oklahoma 

Western Division: 

Montana. 

Wyoming. 

Colorado 

New Mexico 

Arizona 

Utah 

Nevada 

Idaho.... 

Washington 

Oregon 

California 



9 
9 
5 

35 
6 

32 
111 

87 

17 

27 

22 

24 

119 

113 

37 

52 

7 

3 

1 

35 

14 

1 
2 

1 
3 



29 
30 
13 

345 
93 

224 
,420 

542 

412 

374 

137 

459 

510 

505 

218 

205 

202 

3 

4 

133 

30 

1 
23 

72 
18 



20 



6 
1 

19 
6 

55 
3 
27 
13 
45 
13 
1 
59 



89 

2 

4 

33 

3 

2 

20 



1,349 

1,086 

404 

17, 726 

4, 555 

8,161 

18,689 

29,064 

14,874 

16,259 
6,041 
4,655 

22, 697 

22, 916 
7,851 
7,113 

13, 872 

92 

194 

5,448 

1,049 

40 

1,282 

3,435 

834 



863 

776 

299 

11,115 

2,306 

5,873 

40,677 

17,740 

11,361 

11,160 

3,704 

3,442 

13,961 

13,849 

6,003 

5,021 

7,268 

72 

89 

3,770 

779 

24 

712 

2,131 

531 



428 

60 

901 

385 

3,287 
196 

1.015 
534 

2,789 

577 

62 

2,036 

130 

172 

5,242 

30 

288 

1,901 

189 

95 

414 



149 



10, 910 



198 

45 

654 

273 

1,793 
165 
686 
409 

1,399 

323 

55 

1,407 

95 

126 

2,575 

24 

121 

1,220 

104 

59 

212 



5,091 



7, 391 



3,558 

2,851 

260 

278 

444 



50 
48 
19 

564 
98 

269 
1,484 

528 

498 

392 

145 

396 

545 

465 

198 

190 

349 

3 

4 

137 

27 

1 

47 

137 

25 



12 

1 
27 
10 

65 

4 

36 

14 

105 

13 

1 

40 

6 
5 

87 
1 
6 

40 
4 
2 
9 



2S4 



i Acknowledgments are due to the chairman of the investigation committee of the International Kin- 
dergarten Union, for her kind cooperation with the Bureau of Education, in furnishing lists of cities in 
which kindergartens were found during the two years' survey made by that committee. It has thus been 
possible to make comparisons which bring out interesting points in both the surveys. 

16 



SUMMARY OF STATISTICS. 



17 



Table 2. — Summary of statistics of kindergartens other than public for year ended 

June 30, 1912. 



States. 



United States. 



North Atlantic Division . . 

North Central Division 

South Atlantic Division . . . 
South Central Division 
Western Division 



North Atlantic Division: 

Maine 

New Hampshire 

Vermont 

Massachusetts 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 

North Central Division: 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota 

South Dakota 

Nebraska 

Kansas 

South Atlantic Division: 

Delaware 

Maryland 

District of Columbia. 

Virginia 

West Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 

South Central Division: 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 

Oklahoma 

Western Division: 

Montana 

Wyoming 

Colorado 

New Mexico 

Arizona 

Utah 

Nevada 

Idaho 

Washington 

Oregon , , 

California 



Cities 
having 
kinder- 
gartens 
other 
than 
public. 



412 



ie.8 

101 

52 

56 

35 



6 

4 

2 

29 

8 

16 

37 

26 

40 

15 

7 

15 

11 

11 

4 

7 

9 

3 

3 

5 

11 

1 

5 
1 
5 
3 
8 

11 

15 
3 

6 

7 
9 
8 
3 
14 



3 
3 
2 
2 
1 
3 
5 
4 
11 



Number 

of 
kinder- 
gartens. 



994 



436 

268 

122 

99 

69 



Number 

of 
children 
enrolled. 



52,219 



22,919 

16, 037 

5,818 

4,056 

3,391 



7 

4 

3 

41 

10 

48 

198 

44 

81 

41 

47 

74 

17 

14 

10 

10 

31 

5 

3 

5 

11 

9 

15 

6 

9 

3 

9 

24 

37 

10 



3 
4 
2 
3 
1 
3 
9 
4 
39 



247 
152 
108 

1,485 
420 

2.395 
13,472 

1,348 

3,292 

2,157 

4,191 

4,182 

1,116 

623 

766 

400 

1,532 

171 

379 

136 

384 

277 
935 
206 
540 
101 
301 
1,161 
1,774 
521 

224 
693 
692 
467 
447 
1,145 
207 
181 

15 



Average 

daily 

attend- 



31,460 



81 
149 

65 
214 

35 

93 
320 

84 
2,335 



14,343 

8,877 
3,664 
2,615 
1,961 



131 

122 

47 

1,080 

324 
1,836 
7,718 

958 
2, 127 

1,551 
1,626 
2,317 
764 
366 
435 
271 
891 
129 
175 
106 
246 

193 
590 
125 
358 
68 
211 
758 
1,172 
189 

141 
489 
354 
334 
214 
837 
116 
130 

13 



Number 

of 
teachers. 



53 
125 

54 
133 

28 

69 
168 

65 
1,253 



1,465 



628 
368 
199 
128 



12 

6 

5 

51 

18 

87 

356 

51 

96 

56 
55 
106 
27 
15 
17 
12 
45 
8 



13 

12 
28 
10 
23 
4 
14 
33 
54 
21 

9 
21 
18 
16 
11 
42 
6 
5 



3 
4 
2 
5 
1 
3 

10 
4 

55 



IS KINDERGARTENS IN THE UNITED STATES. 

Table 3. — Cities having a supervisor of public kindergartens — Salary. 



Cities and States. 



Birmingham, Ala 

Mobile, Ala.. 

Los Angeles, Cal 

Pasadena, Cal 

Pomona, Cal 

Sacramento, Cal 

Santa Barbara, Cal 

Denver, Colo 

Hartford. Conn 

New Britain, Conn 

New Haven, Conn 

South Manchester, Conn 

Stamford, Conn 

Washington, D. C 

Columbus, Ga 

Columbia, 111 

La Grange, 111 

Moline, 111 

Peoria, 111 

Converse, Ind 

E vansville, Ind 

Fort Wayne, Ind 

Michigan City, Ind 

Shelby ville, Ind 

Terre Haute, Ind 

Des Moines, Iowa 

Dubuque, Iowa 

Mason City, Iowa 

Waterloo, Iowa 

Neodesha, Kans 

Lexington, Ky 

Louisville, Ky 

New Orleans, La 

Bangor, Me 

Boston, Mass 

Cambridge, Mass 

Fitchburg, Mass 

Newton, Mass 

Springfield, Mass 

Worcester, Mass 

Detroit, Mich 

Grand Rapids, Mich 

Ironwood, Mich 

Kalamazoo, Mich 

Muskegon, Mich 

Ypsilanti, Mich 

Chisholm, Minn. 



Salary. 



81, 

2, 
1, 
1, 
1, 
1, 
1, 

1, 
1, 



1, 

1, 
U, 



1, 
x 2, 
1, 
2, 
1, 



*li 



380 
600 
400 
200 
200 
200 
000 
600 
800 
500 
100 
750 
940 
750 
500 
250 
950 
810 
300 
000 
800 
800 
720 
585 
693 
450 
850 
697 
540 
765 
600 
100 
400 
675 
860 
350 
800 
000 
700 
300 
100 
300 
650 
900 
900 
200 
800 



Cities and States. 



E veleth, Minn 

Gilbert, Minn 

Minneapolis, Minn . . . 

Natchez, Miss 

Kansas City, Mo 

St. Louis, Mo 

Omaha Nebr 

South Omaha, Nebr . 

Concord, N. H 

Portsmouth, N. PI . . . 
Atlantic City, N. J... 

Camden, N. J 

Jersey City, N. J 

Kearney, N.J 

Newark, N. J 

Perth Amboy, N. J . . 

Rutherford, N. J 

Trenton, N.J 

Albany, N. Y 

Buffalo, N. Y 

Glovers ville, N. Y 

Ithaca, N. Y 

NewPatz, N. Y 

New York, N. Y 

Schenectady, N. Y. . . 

Syracuse, N. Y 

Troy, N. Y 

Utica,N. Y 

Yonkers, N. Y 

Cincinnati, Ohio 

Cleveland, Ohio 

Dayton, Ohio 

Mansfield, Ohio 

Springfield, Ohio 

Oklahoma City, Okla 

Guthrie, Okla 

Philadelphia, Pa 

Pittsburgh, Pa 

Scranton, Pa 

Providence, R.I 

Knoxville, Tcnn 

Forth Worth, Tex... 
Salt Lake City, Utah. 

Richmond, Va 

Antigo, Wis 

Kenosha, Wis 

La Crosse, Wis 



Salary. 



$950 

1,100 

3 2,200 

*675 

1.600 

2,850 

1,550 

903 

700 

700 

11,600 

i 1,800 

i 2,500 

il,700 

2,200 

710 

1.000 

1,350 

1,000 

1.600 

'675 

11,000 

2 1,000 

3.500 

1.400 

L350 

'900 

750 

1.240 

1,800 

12; 640 

1,200 

450 

900 

1.000 

675 

2,500 

2,500 

1.000 

1,000 

700 

41,000 

1 2, 250 

12,000 

675 

845 



1 Supervisor of kindergartens and primary grades. 

2 Principal of kindergarten department in normal school. 



3 Also assistant superintendent. 
* Also director of one kindergarten. 



Table 4. — Kindergartens (other than public) having a supervisor. 



City and State. 



Name of kindergarten (or supporting body). 



Salarv. 



Huntsville, Ala 

Los Angeles, Cal... 
San Francisco, Cal. 

Atlanta, Ga 

Columbus, Ga 

La Grange, Ga 

Savannah, Ga 

Chicago, 111 

Riverside, 111 

Muncie, Ind 

Saginaw, Mich 

Brooklyn, N. Y... 
New York, N. Y.. 

Do 

Do 

Cleveland, Ohio... 

Reading, Pa 

Nashville, Tenn... 

Dallas, Tex 

Houston, Tex 

San Antonio, Tex. 

Norfolk, Va 

Milwaukee, Wis... 



Huntsville Kindergarten Association 

Neighborhood Settlement 

Golden Gate Kindergarten Association 

Sheltering Arms Association 

Free Kindergarten Association 2 

Mill Owners— P. E. Church 

Kate Baldwin Free Kindergarten Association 

Armour Institute 

Kindergarten Extension Association 

Muncie Free Kindergarten Association 

Saginaw Free Kindergarten Association 

Brooklyn Free Kindergarten Society 

Children's Aid Society 

New York Kindergarten Association 

St. Bartholomews 

Cleveland Day Nursery and Kindergarten Association 

Reading Free Kindergarten Association 

Methodist Training School 

Dallas Free Kindergarten Association , 

Houston Kindergarten Association 

San Antonio Kindergarten Association 

Norfolk Kindergarten Association 

Milwaukee Mission Kindergarten and Neighborhood Association. 



$810 

C 1 ) 
1,200 
600 
780 

C 1 ) 

1,800 

1,000 

1,300 

810 

540 

1,800 

900 

2,500 

1.250 

1,500 

5S5 

720 

855 

900 

590 

1.000 

1,000 



1 Supervisor supervises public school kindergartens and training school kindergartens. 2 Services given. 



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STATISTICS OF KINDERGARTENS OTHER THAN PUBLIC. 



83 









College graduation or 
equivalent. 












Graduation from Kin- 
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school. 

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86 KINDERGARTENS IN THE UNITED STATES. 

List of kindergartens for which no statistical data ore available. 1 



States and cities. 


Name of kindergarten. 


States and cities. 


Name of kindergarten. 


Alabama: 

Birmingham... 

Bessemer 

Do 


Ensley Wesley House. 
Miss Adam's Kindergarten. 
Miss Brun's Kindergarten. 
Free Kindergarten. 

Miss Alice Stewart's Kinder- 
garten. 
Central High Kindergarten. 

Angelus Vista School. 

Chinese Kindergarten. 

Misses Jane's Kindergarten. 

Dennison Street Settlement 
Kindergarten. 

Good Will Free Kindergarten. 

Key Route Inn Kindergarten. 

Orphans' Home Kindergar- 
ten. 

Plymouth Church Kindergar- 
ten. 

Miss Ruth Seeley's Kinder- 
garten. 

Emanuel Kindergarten So- 
ciety (2 kindergartens). 

Occidental Free Kindergar- 
ten. 

Pixley Memorial Free Kin- 
dergarten. 

California Fruit Canner's As- 
sociation Kindergarten. 

Belle Lennox Nursery. 
Froebel Montessori School. 
Miss Anna Woolcut's Kinder- 
garten. 
Sacred Heart Orphanage. 
Woodcroft School. 

North Street Kindergarten. 

Connecticut School for Imbe- 
ciles. 

New Haven Orphan Asylum. 

Mrs. Francis M. Page's Kin- 
dergarten. 

St. Mary's Parochial Kinder- 
garten. 

Miss Carter's Kindergarten. 

Home for Friendless and Des- 
titute Children. 

Neighborhood House. 

Lucy Webb Hayes Kinder- 
garten. 

W ashington Home for Found- 
lings. 

Miss Adele Jocabi's Kinder 
garten. 

St. Augustine Free Kinder- 
garten. 

Gate City Free Kindergarten. 

Normal School Kindergarten. 

West End Kindergarten. 

Appleton Church Home Kin- 
dergarten. 

Miss Agnes Lyon's Kinder- 
garten. 

Miss Lily Flanagan's Kinder- 
garten. 

St. John's Orphanage. 

Angel Guardian Orphan Asy- 
lum. 

Avondale Kindergarten. 

Francis E. Clark Settlement. 

Forty-firstStreetPres.Ch. Kin- 
dergarten. 

Gad's Hill Settlement. 

Grace Church. 


Illinois— Contd. 
Chicago 

Do 


Lillian White Grant's Kin- 
dergarten. 
Hull House. 


Sheffield 


Do 


Miss Mary Otterson's Kinder- 
garten. 
Park No. 1 and No. 2 Kinder- 


Arkansas: 
Okolona 


Do 




Do.. 


gartens. 
Plymouth Kindergarten. 




Do 


Mrs. Frederica Root's Kinder- 


Los Angeles 

Do 


Do 


garten. 
St. Paul's Kindergarten. 


Do 


Do 


Stevan's School for Girls. 


Oakland 


Do 


Unitarian Church Kindergar- 


Do 


Do 


ten. 
Wilson Avenue Y. W. C. A. 


Do 


Do 


Woodlawn Avenue. 


Do 


Decatur 

Edwardsville . . 
Elgin 


Daggett Kindergarten. 


Do 


Leelair Kindergarten. 

First Methodist Church Kin- 


Do 


Freeport 

Galesburg 

Godfrey 

Harvey 

Hoyleton 

Joliet 


dergarten. 
Miss Edith Christler's Kin- 


San Francisco.. 
Do 


dergarten. 

Miss Rheda Coates's Kinder- 
garten. 

"Beverly Farm" Home and 


Do 


School for Nervous and 
Backward Children. 


Santa Rosa 


Miss Mabel Lewis's Kinder- 
garten. 
Evangelical Orphanage. 
Miss Dorothy Henderson's 


Denver 


Lake Bluff 

La Salle 

Lincoln 

Paxton 


Kindergarten. 


Do 


Methodist Deaconess Orphan- 


Do 


age and Epworth Church 


Pueblo 


Home. 
Miss Myrtle McGinnis's Kin- 


Do 


dergarten. 


Connecticut: 


State School and Colony. 
Miss Merrie Mill's Kindergar- 


Lakeville 


Quincy 


ten. 
Cheerful Home. 


New Haven 

Springfield 

Waterbury 


Springfield 

Urbana 

Indiana: 

Brazil 


Lavina Beach Mission Kin- 
dergarten. 

Cunningham Children's 
Home. 

Private Kindergarten. 


Delaware: 

Wilmington — 


Indianapolis . . . 

South Bend 

Do 


Ketcham Kindergarten. 

Laurel Kindergarten. 

St. Joseph County Associa- 


Dist. Columbia: 

Washington 

Do 


Terre Haute 

Iowa: 

Beloit 


tion Kindergarten. 
The Rose Orphan Asylum. 




United Norwegian Lutheran 


Do 


Davenport 

Sioux City 

Kansas: 

Enterprise 

Kansas City 

Leavenworth .. 

Wichita 

Winfield 

j Kentucky: 

Louisville 

Do 


Church Orphans' Home. 


Florida: 

Jacksonville 

St. Augustine . . 

Georgia: 

Atlanta 

Do 


Soldiers' Orphans' Home. 
Miss Jane Green's Kindergar- 
ten. 

Miss Gladys Johnson's Kinder- 
garten. 

Fellowship House Kinder- 
garten. 

Free Kindergarten Associa- 


Do 


Macon 


tion. 
Wichita Children's Home. 
State Home for Feeble 

Minded. 

Miss Elizabeth Brown's Kin- 
dergarten. 
Children's Home Societv. 


Savannah 

Illinois: 

Belleville 

Do 


Chicago 

Do 


Louisiana: 

New Orleans... 
Maine: 

Gardiner 

Portland 

West Pownal . . 


Jewish Orphans' Home. 


Do 


House of the Good Shepherd. 


Do 


Miss Marion P. Dana's Kin- 


Do 


dergarten. 
Maine School for Feeblo- 


Do 


i Minded. 



1 See also list on p. S9. 



KINDERGARTENS NOT REPORTED. 87 

List of kindergartens for which no statistical data arc available.- — Continued. 



States and cities. 


Name of kindergarten. 


Maryland: 

Baltimore 

Do 


E gen ton Home. 
Hampden Free Kindergarten-. I 
Home of the Friendless. 
Light Street Free Kinder- | 

garten, Nursery, and Child's j 

Hospital. 
Mrs. Handby's Kindergarten, j 
Miss Elizabeth Humphrey's j 

Kindergarten. 

Mrs. Copely-Greene's Kinder- i 
garten. 

Emanuel House. 

Guild of St. Elizabeth. 

Home for Destitute Catholic 
Children. 

New England Home for Little 
Wanderers. 

Roxbury Neigborhood 
House. 

South End House. 

St. Joseph's Orphanage. 

Martha Hall Kindergarten. 

Miss Laura Brigham's Kin- 
dergarten. 

Mrs. Robert Brown's Kinder- 
garten. 

Mrs. Geo. Taylor's Kinder- 
garten. 

Miss Fannie L. Flint's Kin- 
dergarten. 

Congregational Kindergarten. 

Lynholm By the Sea. 

Miss Francis Lowdon's Kin- 
dergarten. 

Froebel Kindergarten. 

Mrs. Geo. B. Haven's Kinder- 
garten. 

Miss Ryder's Kindergarten. 

Miss Marietta King's Kinder- 
garten. 

Miss Grace White's Kinder- 
garten. 

Massachusetts School for 
Feeble-Minded. 

Orphanage of Our Lady of 
Mercy. 

Wrentliam State Normal. 

Michigan State Public Schools. 

Miss Florence M. Clark's Kin- 
dergarten. 

Detroit Industrial School and 
Free Kindergarten. 

Detroit University School. 

East Side Settlement Asso- 
ciation Kindergarten. 

Italian- American Institute. 

Jefferson Avenue Kindergar- 
ten. 

D. A. Blodgett Home for 
Children. 

Grace Church Parish Free 
Kindergarten. 

Sacred Heart Academy. 

Minnesota School for Feeble- 1 
Minded and Epileptic. 

Washburn Memorial Orphan 
Asylum. 

Mississippi Baptist Orphan- 
age. 

Cherry Street Baptist Kinder- 
garten. 

State Normal School Kinder- 
garten. 

Miss Barston's Kindergarten. 

Miss Richard's Kinder garten. 

Sisters of Zion. I 


Do 


Do 


Salisbury 

Massachusetts: 

Boston 


Do 


Do 


Do.... 


Do 


Do ;. 


Do 


Falllliver 

Falmouth 

Hudson 

Ipswich 

Do 

Leominster .... 

Lexington 

Lynn 


Melrose 

Milford 

Natick - 

N. Attleboro... 
Pawtucket 

Wakefield 

Waverly 

Worcester 

Wrentliam 
Michigan: 

Coldwater 

Detroit 

Do 


Do 


Do 


Do 

Do 


Grand Rapids. . 
Do 


Do 


Minnesota: 

Minneapolis 

Mississippi: 

Jackson 

Missouri: 

Alton 

Cape Girardeau 

Kansas City 

Do...' 


Do 



States and cities. 



Missouri — Contd . 
Kansas City 

St. Louis.... 



Do. 
Do. 



Warren ton 

Montana: 

Boulder 



Nebraska: 
Beatrice 

Lincoln. 



York. 



New Hampshire: 
Dover 



Laeonia. 



Manchester . . 

New Jersey: 
Elizabeth . . . 
Englewood. . 



Name of kindergarten. 



Miss Francis Scott's Kinder- 
garten. 

German Protestant Orphans' 
Home. 

Girls' Industrial Home. 

Mission Free School, Church 
of the Messiah. 

Central Wesleyan Orphan 
Asvlum. 



Montana Training School for 
Backward Children. 

Institution for Feeble-Minded 
Youth. 

Congregational Church Kin- 
dergarten. 

Mothers' Jewels Home. 

Miss Ruth Dearborn's Kin- 
dergarten. 

New Hampshire School for 
Feeble-Minded. 

Mrs. Moore's Kindergarten. 



Egenolf Day Nursery. 
Daisy Field's Home and Hos- 
pital. 

Hackensack Mrs. Richards 's Kindergarten. 

Jersey City Miss Ida L. Lewis's Kinder- 
garten. 

Montelair Miss Doubleday's Kindergar- 
ten. 

Newark Newark Orphans' Home. 

Parsippany Morris County Children's 

Home. 

Paterson Miss Jennie Hover's Kinder- 
garten. 
Do Miss Margaret Hoxsey's Kin- 
dergarten. 

Skiilman New Jersey State Village fcr 

Epileptics. 

Trenton •! Miss Bessie Van Syckle. 

New York: 

Albany Orphan Asylum. 

Albion Mrs. Robert Moore's Kinder- 
garten. 
Auburn Miss Marion Tripp's Kinder- 
garten. 

Bath Davenport Home. 

Blauvelt Asylum of Sisters of St. Domi- 
nic. 

Brooklyn Angel Guardian House. 

Do Brooklyn Industrial Home. 

Do First Hebrew Day Nursery 

and Kindergarten Associa- 
tion. 
Do Katharine Tilney Kindergar- 
ten. 
Do Messiah Lutheran Kindergar- 
ten. 

Do Methodist Episcopal Church 

Kindergarten. 

Do Nostrand' Avenue Methodist 

Episcopal. 

Do Orphan Asylum Society. 

Do Park Avenue Branch Congre- 
gational. 
Do Miss M. T. Purdy's Kinder- 
garten. 

Do St. John's Home. 

Do St. Mark's Protestant Epis- 
copal. 

Do Strong Place Baptist Church. 

Buffalo Buffalo Orphan Asylum. 

Do Fitch Creche. 

Hudson Orphan and Relief Associa- 
tion Kindergarten. 
Iroquois Thomas Indian School. 



88 KINDERGARTENS IN THE UNITED STATES. 

List of kindergartens for which no statistical data are available. — Continued. 



States and cities. 


Name of kindergarten. 


States and cities. 


Name of kindergarten. 


Now York— Cont d. 
Long Island 

(Garden City) 
Long Island 

(Kings Park.) 
Matteawan 


House of St. Giles. 

Howard Orphanage Indus- 
trial Home. 

Miss Amy DuBois's Kinder- 
garten. 

St. Agatha xiome. 

Ascension Memorial Protes- 
tant Episcopal Church. 

Barnard School. 

Bethany Congregational 
Church. 

Bloomingdale Guild. 

B'nai Jeshuruni Congrega- 
tion. 

Bohemian Kindergarten. 

Calvary Baptist Church. 

Catharine Mission. 

Central Presbyterian Church. 

Miss Chapin's Kindergarten. 

Church of the People. 

Colored Orphan Asylum. 

E. and M. Davidsburg Kin- 
dergarten. 

Educational Alliance Associa- 
tion. 

Friendship Neighborhood 
House. 

Grace Church Day Nursery. 

Halsey Day Nursery. 

Hamilton House. 

Hawthorne School. 

Hebrew Infant Asylum. 

Hope Day Nursery. 

Jenny Hunter Training 
School. 

Intercession Chapel Protes- 
tant Episcopal. 

Italian Methodist Episcopal 
Church. 

Miss Jacob i's School. 

Misses Johnston's School. 

Little Mother's Day Nurseries 
(3 kindergartens) . 

Madison Avenue Reformed. 

St. Agnes Day Nursery. 

St. Augustine Protestant 
Episcopal. 

St. Chrysostom's Protestant 
Episcopal. 

St. Joseph's Orphan Asylum. 

School of Mothereraft. 

Miss Mary Schoonmaker's 
Kindergarten. 

Scotch Presbyterian Kinder- 
garten. 

Scudder School for Girls. 

Virginia Day Nursery. 

Warren Goddard House. 

Washington Heights Day 
Nursery. 

West Side Day Nursery. 

Oswego Orphan Asylum. 

Mount Florence School. 

New York City Children's 
Hospital and School. 

Rochester Orphan Asylum. 

St. Joseph's Asjdum. 

Miss Copeland's School. 

Miss Anna A. Merriam's 

School. 
Onondaga Orphans' Home. 
St. Vincent's Asylum. 
Troy Orphans' Home. 
House of the Good Shepherd 

Kindergarten. 
St. Joseph's Infants' Home. 
Noble School. 


North Carolina: 
Asheville 

Ohio: 

Cleveland 

Columbus 

Do 


Miss Lizzie Steven's Kinder- 
garten. 

Christ Church Kindergarten. 
Hungarian Kindergarten. 
Mrs. L. H. Innis's Kindergar- 
ten. 
Institution for Feeble-Minded. 


New York 


Do 


Do 


Lancaster 

Marietta 

Troy 


Miss Arabel Wright's Kinder- 
garten. 


Do 


Miss Rhea Hill's Kindergar- 
ten. 

Miss Margaret Geiger's Kin- 
dergarten. 


Do 


Do 


Oklahoma: 

Chickasha. 

r. 

Pennsylvania: 

Ambridge 

Archbald 

Beaver 


Do 


Miss Lottie Harris's Kinder- 


Do 


garten. 


Do 




Do.... 

Do 


Ambridge Kindergarten. 
Daisy Memorial Kindergar- 
ten. 


Do 


Do 


Free Kindergarten. 


Do 

Do 

Do 


3crwick 

Braddock 

Harrisburg 

. Do 


Y. M. C. A. Kindergarten. 

The Hazel House Kindergar- 
ten. 

Miss Mary Cresswell's Kinder- 
garten. 




Pine Street Presbyterian 


Do.... 

Do 


Lansdowne 

Lebanon 

i 

Polk 


Church Kindergarten, 
Brookwood School for Nerv- 


Do 

Do 

Do 


ous and Backward Children. 
Miss Joyce Light's Kinder- 
garten. 


Do 


Western Pennsylvania State 


Do 


i 

Reading 

Renovo 

Scranton 

Spring City 

Steelton 


Instiitution for Feeble-Mind- 


Do 

Do 


ed. 

Miss Moyer's Kindergarten. 

Miss Margaret Green's Kin- 
dergarten, 


Do 


Miss Gertrude Coursen's Mod- 
el Kindergarten. 


Do 


Eastern Pennsylvania State 


Do 

Do 


Institution for Feeble-Mind- 
ed. 
Miss Edith D. Young's Kin- 


Do 


Warren 

South Carolina: 
Abbeville 

Columbia 

Greenville 

Tenessce: 

Bristol 


dergarten. 


Do 


Miss Blanch E. Jackson's 


Do 

Do 


Kindergarten. 

Miss Julia P. Wiley's Kin- 
dergarten. 


Do 


Columbia "Free Kindergarten. 


Do 


"Female College. 


Do 


Mrs. Sam Carter Waddell's 


Do 

Do 

Do 

Do 


Murfreesboro. . . 
Nashville 

Do 


Kindergarten. 

Bristol-Nelson School. 
Mrs. W. H. Binns's Kinder- 
garten. 
Miss Lucille Manning's Kin- 


Do 


Texas: 

Belton 


dergarten. 


Oswego 


Miss Van Doren's Kindergar- 


PeekskiP ... . 
Randall's Is- 
land. 


Bonham 

Dallas 


ten. 
Bonham Free Kindergarten. 
Presbyterian Mission Kin- 


Rochester 

Do 

Saratoga 

Springs. 
Schenectady . . . 


Fort Worth 

Galveston 

Paris 


dergarten. 

Miss Grace Myles's Kinder- 
garten. 

Walter Colquitt Memorial 
Hospital. 

Miss Madge Seckel's Kinder- 


Syracuse 

3 Do 


San Antonio 

Sulphur 
Springs. 
Vermont: 

Rutland 


garten. 
Miss Edith Gholson's Kinder- 


Troy 

Utica 

Do 

White Plains... 


garten. 
Miss Ella Ashcroft's Kinder- 
garten. 

Church Street Kindergarten. 



KINDERGARTENS NOT REPORTED. 89 

List of kindergartens for which no statistical data are available. — Continued. 



States and cities. 


Name of kindergarten. 


States and cities. 


Name of kindergarten. 


Washington: 

Aberdeen 

Chehalis 

Medical Lake. . 

Seattle 


W. J. Patterson Kindergarten. 

Miss Cooke's Kindergarten. 

State Institution for Feeble- 
Mmded. 

Miss Daniel's Kindergarten. 

Day Nursery Kindergarten. 

Miss Emma Moctin's Kinder- 
garten. 

University Kindergarten. 

Miss L. C. Barrett's Kinder- 
garten. 

Miss Zuia Bethel's Kindergar- 
ten. 

Mrs. Maud Heleniak's Kin- 
dergarten. 

Holy Name Academy. 


Washington— Con. 

Spokane 

Tacoma 

Do 

West Virginia: 

Wheeling 

Wisconsin: 

Chippewa Falls. 

Green Bay 

Jefferson 

Lake Geneva. . . 

Watertown 


Spokane Children's Home. 
Mrs. Harry S. Couch's Kin- 
dergarten. 
Steele Street Kindergarten. 


Do 


South Side Kindergarten. 


Do 




Do 


Wisconsin Home for Feeble- 
Minded. 


Spokane 

Do 


Miss L. Wiese's Kindergarten. 
St. Coletta's Institution for 
Feeble-Minded. 


Do 

Do 


Oak Leigh Educational Sani- 
tarium. 

Lutheran Home for Feeble- 
Minded and Epileptic. 





Kindergartens not represented in the foregoing tables. 1 



States and cities. 


Name of kindergarten. 


States and cities. 


Name of kindergarten. 


Alabama: 




Illinois— Contd. 




Birmingham... 


Avondale Wesley House Kin- 


Chicago 


Chicago Nursery and Half 




dergarten. 




Orphan Asylum. 


Do 


Mrs. I). H. Green's Kinder- 
garten. 


Do 


Church of the Advent Kinder- 






garten. 


Do 


Presbyterian Mission Kinder- 
garten. 


Do 


Lexington Avenue and Sixty- 
first Street Kindergarten. 






Sheffield.. . 


Misses Jones and Cook's Kin- 
dergarten. 


Do..... 


McCowan Oral School for 






Young Deaf Children. 


Talladega 


Talladega College Kinder- 
garten. 
Children's House. 


Do 


Metcalf Kindergarten. 


Do 


Mosley Kindergarten. 


^uskegee ...... 

Arkansas: 


Do 


Rogers Memorial Church Kin- 






dergarten. 


Little Rock 


Arkansas Deaf-Mute Institute. 


Do 


St. Mary's Kindergarten. 


California: 




Do 


The Misses Spaid's Kinder- 


Eldridge 


Sonoma State House. 




garten. 


Los Angeles 


First Cong. Church Kinder- 
garten. 


Do 


West Division Street Kinder- 




garten. 


Marysville . ' 


Miss Kiockenbaurn's Kinder- 


Freeport 


St. Vincent's Orphan As vhim. 




garten. 


Rock Island 


Day School for Deaf. 


Petaluma 


PeiJper Kindergarten. 


Indiana: 




Redwood City.. 


San Mateo Kindergarten. 


Anderson 


Washington Kindergarten. 


Ukiah 


Mrs. E. C. Rodwick's Kinder- 
garten. 


Iowa: 

Davenport 






Ladies Industrial Society Kin- 


Colorado: 






dergarten. 


Denver 


French Kindergarten. 


Glenwood 


Iowa Institution for Feeble- 


Pueblo 


Mirmequa Kindergarten. 


Kansas: 


Minded Children. 


Connecticut: 




New Haven 


Miss Thos. Maud's Kinder- 


Atchison 


State Orphan's Home. 




garten. 


Kentucky: 




Delaware: 




Farmdale 


Stewart Home and School. 




Miss Blanche Eaton's Kinder- 


Frankfort 


Kentucky Institute for Fee- 




garten, 




ble-Minded Children. 


Florida: 




Louisville 


Kentucky Institute for Edu- 


Jacksonville.... 


Boylan Home and Industrial 




cation of the Blind. 


Do 


School for Girls. 

Misses Shine and Bland's Pri- 
vate Kindergarten. 

Fort Pierce Kindergarten. 

Baptist Settlement Kinder- 


Olive Hill 
Louisiana: 

New Orleans^.. 
Maine: 

Eastport 


M. E. Church Kindergarten. 


Viking 


Zito Free Kindergarten. 


Georgia: 

Atlanta 


Miss Robinson's Kindergar- 
ten. 




garten. 




Do 


Miss Susie Griffith's Kinder- 
garten. 


Portland 

Maryland: 


Maine School for the Deaf. 






Do 


Jewish Temple Kindergarten. 


Baltimore 


Afrordby Normal School. 


Do 


Sixteenth Street Kinder- 
garten. 


Do 


Brown Memorial Mission. 




Do 


Miss James's Kindergarten. 
Jewish Settlement House Kin- 


Homerville . 


Miss Ruth Water's Kinder- 
garten. 


Do 






dergarten. 


Statesboro 


Miss Robinson's Kindergar- 


Do 


Locust Street Settlement Kin- 




ten. 




dergarten. 


Illinois: 




Do 


Nursery and Childs' Hospital 

Kindergarten. 
Reed Memorial Kindergarten. 


Aurora 


Aurora Free Kindergarten 
Association. 






Do 



1 See also list on p. 86. 



90 KINDERGARTENS IN THE UNITED STATES. 

Kindergartens not represented in the foregoing tables — Continued. 



states and cities. 


Name of kindergarten. 


States and cities. 


Name of kindergarten. 


Maryland— Contd. 




New Jersey: 




Baltimore 


Reid Memorial Guild Kinder- 


Cranberry 


The Larches Educational San- 




garten. 




itarium. 


Do 


W. C. T. V. Mission Kinder- 


Jersey City 

Montclairl 


Hasbrouck's School for Girls. 
Miss Edith Baldwin's Kinder- 




garten. 


Frederick 


Maryland School for Deaf and 




garten. 




Dumb. 


Summit 


Arthur Home for the Blind. 




School for the Blind. 


Trenton 


New Jersey School for the 


Ridgely 


Ridgely Kindergarten. 




Deaf. 


A\ estminster... 


Miss Stella Knapp's Kinder- 


Vineland 


N. J. Institute for Feeblc- 




garten. 




Minded Boys and Girls. 


Mifc-saehusctts: 




New Mexico: 




Boston 


East Boston Neighborhood 


Alamogordo 


N. Mex Institute for thf> 




House. 


Blind. 


Do 


South Bay Union Kinder- 
garten. 


Truchas 






New York: 




Do 


School for the Blind. 


Albany 

Aiu'ora 


Home School for the Deaf 


Brockton 


First Baptist Church Kinder- 


Miss E. Judson's Kindergar- 
ten. 




garten. 




Brookline 


South End Day Nursery. 


Brooklyn 


Brooklyn Labor Lyceum As- 


Holyoke 


Our Lady of Perpetual Help 




sociation. 




School. 


Do 


Cuvler Presbyterian Church 


Lee 


Charitable Kindergarten . 
Miss Chase's Kindergarten. 
Neighborhood House. 




Kindergarten. 
Gardner Memorial Day Nur- 
sery. 


Lynn 


Do 


ho 




New Bedford... 


St. Mary's Home. 


Do 


Giliespie Memorial Day Nur- 
sery. 


Taunton 


Miss Marion Peck's Kinder- 






garten. 
Adams Square Cong. Church 


Do 


Italian Kindergarten. 


Worcester 


Do 


Lenox Road Bap. Church 




Kindergarten. 


1 
I 


Kindergarten. 


Michigan: 




Do 


Little Mothers' Aid Day Nurs- 
ery. 


Detroit 


Berean Baptist Church Kin- 






dergarten. 


Do 


Northern Day Nursery. 


Do 


Franklin Street Settlement 
Day Nursery. 


Do 


Society of Inner Mission and 
Rescue Work. 






Do 


Reed School for Nervous and 


Buffalo . . 


Le CanteuLx St. Mary's Insti- 
tution for Deaf Mutes. 




Backward Children. 




Grand Rapids.. 


Mrs. Eugene M. Holmes's Kin- 


Elmira 


Kindergarten Training School. 
Neighborhood House Kinder- 




dergarten. 


Hoosick Falls . . 


Lansing 


Michigan School for the Blind. 


- 


garten. 


Lapeer 


Mich. Home for Feeble 


Keesville 


Miss Tufft's School. 




Minded and Epileptics. 


Lockport 


First Free Cong. Church Kin- 


Saginaw 


Miss Utella Kump's Kinder- 




dergarten. 




garten. 


Malone 


Nor. N. Y. Institute for 


Minnesota: 


! 


Deaf Mutes. 


Albert Lea 


Miss Edith Haupt's Kinder- 


Middletoyrn 


Grace Church Parish Hor.se 




garten. 




Kindergarten. 


Minneapolis. . . . 


Frau Brockmann's German 


Newburgh 


Children's Home. 




Kindergarten. 


New York City. 


Bedford Park Cong. Church 


Do...; 


Miss Edith Jones's Kinder- 




Kindergarten. 
Bethany Day Nursery Kin- 




garten. 


Do 


Do 


Miss Bertha E. Lyon's Kin- 




dergarten. 




dergarten. 
State Public School for De- 


Do 


Bethlehem Day Nursery Kin- 
dergarten. 




1 




pendent Children. 
Protestant Orphan Asylum. 


Do 


Bryson Day Nursery Kinder- 
garten. 


St. Paul 




Mississippi: 




Do 


Chelsea Day Nursery Kinder- 
garten. 


Jackson 


Institute for Deaf and Dumb. 




Okolona 


Okolona Industrial School. 


Do 


Corned Memorial M. E .Church 


Winona 


Winona Kindergarten. 




Kindergarten. 


Missouri: 


Missouri School for the Deaf. 


Do 


Finch School. 


Fulton 


Do 


Grace Mission Day Nurserv. 


Independence.. 


Mrs. Hamilton's Kinder- 


Do 


Hebrew Day Nursery. 


garten. 
Wesley House Kindergarten. 


Do 


Immanuel Ger. Luth. Chiueh 


St. Joseph 




Kindergarten. 


Do 


Miss Raffington's Kinder- 


Do 


Institution of Mercv Kinder- 




garten. 




garten. 


St. Louis 


Episcopal Kindergarten. 
Missouri School for the Blind. 


r> 


Institution for Improved In- 
struction of Deaf Mutes. 


Do 




Do 


Neidrhigham Memorial Kin- 
dergarten. 


Do 


Incarnation Chapel Kinder- 
garten. 






Do.. 


Under- Age Kindergarten As- 
sociation (5 kindergartens). 

Little Holland Kindergarten. 


Do 


Jewel Dav Nurserv. 




Do 


Kipps Bay Day Nursery. 
Lisa Dav Nursery. 


Montana: 


Do 


Boseman 


Do 


Little Missionary's Dav Nurs- 


Nebraska: 




erv. 


Nebraska City. 


Nebr. School for the Blind 


Do 


Madonna Dav Nurserv. 




and Deaf. 


Do 


Masters School Dav Nurserv. 


New Hampshire: 




Do 


"Mater Dei'' Dav Nurserv. 


Concord 


MissM. Etta Bailey's Kinder- 
garten. 


Do 


Mission House of St. Mary the 






Virgin. 



KINDERGARTENS NOT REPORTED. 91 

Kindergartens not represented in the foregoing tables — Continued 



States and cities. 


Name of kindergarten. 


States and cities. 


Name of kindergarten. 


New York — Contd. 

New Yorv City. 

Do 


Nazareth Day Nursery. 

New York Institution for the 
Blind. 

New York Institution for the 
Instruction of the Deaf and 
Dumb. 

New York Parochial School 
Kindergartens (12). 

Presentation Day Nursery of 
the Blessed Virgin Alary. 

Reno Margulies's School for 
Children with Defective 
Hearing. 

Riverside Day Nursery. 

St. Agnes Day Nursery. 

St. Agnes Chapel Kindergar- 
ten. 

St. Cecilia's Day Nursery. 

St. Ignatius Loyola Day Nurs- 
ery. 

St. John's Day Nursery. 

St. Joseph's Day Nursery. 

St. Mary's Kindergarten. 

St. Michael's Day Nursery. 

St. Paschal Day "Nursery! . 

St. Vincent de Paul Day 
Nursery. 

San Salvatore Italian Mission. 

Seventh Street M. E. Church 
Kindergarten. 

Silver Cross Day Nursery. 

Speyer School. 

Sunbeam Day Nursery. 

Sunnyside Day Nursery. 

Wayside Day Nursery. 

Wilson Industrial School Day 
Nursery. 

Wright Oral School. 

Zion Lutheran Church Kin- 
dergarten. 

Miss Bessie Hogan's Private 
Kindergarten. 

Wes. N. Y. Institution for 
Deaf-Mutes. 

Russell Sage Playground As- 
sociation. 

State Institution for Feeble- 
Minded Children. 

Chatterton Hills Cong. Church 
Kindergarten. 

Mrs. Maggie Moore's Kinder- 
garten. 

Laurel Cliff Cobo Mills Kin- 
dergarten. 

St. Mary's School Kindergar- 
ten. 

School for the Deaf and Blind. 

State School for the Deaf and 
Blind. 

N. Dak. School for the Deaf. 
Institution for Feeble-Mindcd. 

Euclid Heights Kindergarten. 

Laurel School. 

West Mound Street Kinder- 
garten. 

Ohio State School for the 
Blind. 

State School for the Deaf. 

Central Kindergarten. 

Miss Helen Snackard's Kin- 
dergarten (3). 

Oberlin Training School 
Kindergartens (3). 

Institution for Feeble- Minded. 
Miss Elizabeth Chorn's Kin- 
dergarten. 


Oklahoma— Contd . 
Muskogee 

Oregon: 

Salem 


Miss Kathcryn Kea ting's 
Kindergarten. 

Oregon School for the Deaf. 


Do 




Do .. 


Oregon School for the Blind. 


Do 


Pennsylvania: 

Allentown 

Altoona 

Chester 

Easton 

Edgewood 

Endeavor 

Elwyn 


St. Paul's Lutheran Kinder- 


Do 


garten. 

Miss Hotchkin's Kindergar- 
ten. 

The Ridley Park Kindergar- 
ten. 

St. John's Lutheran Kinder- 
garten. 


Do 


Do 


Do 

Do 


W. Pa. Institute for the Deaf 
and Dumb. 


Do 

Do... 


Mrs. N. P. Wheeler's Kinder- 
garten. 

Pennsylvania Tr. Sch. for 
Feeble-Minded Children. 

Miss Lloyd's Kindergarten. 


Do. 


Erie 


Do 


Over brook 

Philadelphia... 
Do 


Pennsvlvania Institution for 


Do 


the Blind. 


Do 

Do 


Mount Airy Kindergarten. 

Neighborhood House Kinder- 
garten. 

Pennsylvania Institution for 
the Deaf and Dumb. 


Do 


Do 


Do 


Pittsburgh .... 
Do 


Do 


Methodist Deaconess Home. 




Thurston-Zleim School. 


Do 


Do 


W. Pa. Institution for the 


Do 


Pottsville 

Royersford 

Scranton 

Swartlimore 

Valencia 

West Chester... 
Wilkes-Barre. . . 
Wynnewood. .. 
Rhode Island: 

Providence 

Do 


Blind. 


Do 


The Free Kindergarten Asso- 


Do 


ciation. 


Do 


Miss Jessie Townsend's Kin- 


Do 

Do 


dergarten. 
Pennsylvania Oral School for 
the Deaf. 


Do 

Oxford 


Swarthmore School and Kin- 
dergarten for the Deaf. 
Lillian Home Kindergarten. 


Rochester 

Sag Harbor 

Svracuse 

White Plains... 


Miss McNeill's Kindergarten. 
Miss Ayre's Kindergarten. 
Hathaway School. 

R. I. Institution for the Deaf. 
St. Mary's Orphanage. 

Gailaway Hail Settlement 

Kindergarten. 
Haines Institute. 


South Carolina: 
Allendale 

Do 


Clinton 


Camden 


Pine Creek Mill Kindergarten. 


Mount Airy 

Raleigh 

Do 


Charleston 

Do 

Lancaster 

Walhalla 

South Dakota: 

Sioux Falls 

Tennessee: 

Oakdale 

Texas: 

Angleton 

Austin 


South Side Kindergarten. 
Y. W. C. A. Kindergarten. 
Miss Jones's School. 
Walhalla Mill Kindergarten. 

S. Dak. School for the Deaf. 


Do 




North Dakota: 

Devils Lake 

Grafton 

Ohio* 


Miss Amanda Kimmder's 
Kindergarten. 

Mrs. William's Kindergarten- 
Deaf, Dumb, and Blind Insti. 


Cleveland 

Do 


Do. 


tution for Colored Youths. 
Texas School for Defectives. 




Anson 


Miss Colbert's Kindergarten. 


Do 


Brackettvillfc... 


Brackettville Kindergarten. 
Dallas Training School Kin- 


Do 


Utah: 

Ogden 


dergarten. 


Lima 


Utah School for the Deaf and 


Oberlin 

Oklahoma: 

Enid 


Salt Lake City . 

Virginia: 

Falls Church... 

Harrisonburg . . 


and Blind. 
Phillips Cong. Church Kinder- 
garten. 

Virginia Home and Training 
School for Feeble-Minded. 


Guymon 


State Normal School Kinder- 
garten. 



92 



KINDERGARTENS IN THE UNITED STATES. 
Kindergartens not re presented in the foregoing tables -Continued. 



States and cities. 


Name of kindergarten. 

! 


States and cities. 


Name of kindergarten. 


Virginia — Contd. 




Washington — Con. 






Miss Louise Davis's Kinder- 


Walla Walla- .. 


Miss Gregory's Kindergarten. 




garten. 


West Virginia: 




Norfolk 


St. George's School Kinder- 


Huntington 


Miss Oar a Nichol's Kinder- 




garten. 




garten. 


Richmond 


The Alice Parker Kindergar- 


Wisconsin: 






ten. 


Delavan 


Wisconsin School for the Deaf. 


Roanoke 


Hoanoke Kindergarten Asso- 


Janesville 


Wisconsin School for the 




ciation. 




Blind. 


Staunton 


Virginia School for the Deaf 


Milwaukee 


Miss Margaret Saimnond's 




and Blind. 




Private. Kindergarten. 


Washington: 

Vancouver 




Raciae 


Day School for the Blind. 


State School for the Blind. 





III. KINDERGARTENS AS VIEWED BY SUPERINTENDENTS, 
PRIMARY SUPERVISORS, AND FIRST-GRADE TEACHERS. 



In June, 1913, the Commissioner of Education sent to 127 cities 
the following two inquiries, the first to superintendents of schools., 
the second to primary supervisors and first-grade teachers under them : 

Your city has, I believe, had kindergartens as a part of its public-school system for 
several years — long enough to test their value as a part of the system of public educa- 
tion. The Bureau of Education wishes to ascertain, as nearly as possible, just what 
this value is. To assist in this, will you kindly write me in detail your candid opinion 
in regard to the matter? 

I desire especially to know what advantage children in the primary grades of the 
public schools who have had kindergarten training have over those who have not; 
also, what adjustments, if any, need to be made between the kindergarten and the 
lowest primary grades. Your experience and observation should enable you to speak 
with some degree of authority on this subject. May I therefore ask you to write me 
fully in regard to both points? 

The response to these inquiries was unusually generous . In a 
number of cities the school authorities instituted careful investi- 
gations among their own supervisory and teaching force, so that the 
opinions received represent considerably more than a mere personal 
statement from the administrative officer or teacher who replied. 
It is obviously impossible to print all the replies, or even the most 
interesting; but an attempt has been made to present a few of the 
opinions that seemed to be, for one reason or another, particularly 
timely, representative, or significant in idea or expression. 

In general, the sentiment as revealed in these replies was overwhelm- 
ingly favorable to the kindergarten; there was surprising agreement 
as to the benefits of kindergarten training. It is not easy to determine 
whether those failing to reply have been unable to obtain kindergartens 
or are actually opposed to the idea. It is not unfair to say, however, 
that notably favorable replies were received from those cities whose 
educational systems have long been known for their general excel- 
lence; and in many such cities advocacy of the kindergarten amounts 
to an enthusiasm rarely expressed with regard to any other phase of 
school work. 

Particularly interesting reports, mainly of favorable tenor, were 
received from teachers in the following cities: San Diego, CaL; 
Jamestown, N. Y.; Mansfield, Ohio; Grand Rapids, Mich.; Cleveland, 
Ohio; Sheboygan, Wis.; Akron, Ohio; New Haven, Conn.; New 

93 



94 kindergartens in the united states. 

Orleans, La.; Jersey City, N. J.; Pittsburgh, Pa.; South Bend, Inch; 
Kalamazoo, Mich.; Omaha, Nebr.; Bayonne, N. J.; Providence, 
R. L; Troy, N. Y.; New Britain, Conn.; Minneapolis, Minn.; Man- 
chester, N. H.; Richmond, Va.; Des Moines, Iowa; Superior, Wis.; 
Dayton, Ohio; Cambridge, Mass.; and Sacramento, Cal. In most 
instances only one opinion out of many excellent ones from a city can 
be given. Unfavorable opinions were received from groups of 
teachers in two cities, one in Pennsylvania and one in Virginia. 

Very complete investigations were made by superintendents or 
supervisors in New York, Philadelphia, Louisville, Baltimore, Racine, 
Passaic, N. J., Buffalo, Utica, N. Y., Tacoma, Wash., and Denver. 
The material thus gathered is of peculiar value, representing first- 
hand experience, and such of it as may not be used hi this bulletin 
has been filed for reference and possible further use. 

The Denver reply is fairly typical of the more complete inquiries. 
In that city the supervisor of kindergartens and primary, Miss Grace 
Parsons, obtained the opinions of Hive representative Denver teachers. 
Two were uncompromising advocates of the kindergarten, who felt 
that if there was any need for adjustment it was with the primary; 
that there could be, as one expressed it, "a more liberal use of objects 
and symbols in primary work." A third teacher thought the kin- 
dergarten should make more effort to give the child a definite task 
and hold him to it. Another believed strongly in kindergarten 
training, but outlined a rather elaborate plan of readjustments she 
thought desirable. The fifth teacher was plainly skeptical of certain 
phases of kindergarten training. "I believe," she writes, "that 
a child who comes from a home where a mother has the time, ability, 
and desire to live with her children can and does do just as good 
work in first grade without ever having been in kindergarten." She 
points out two customary criticisms of some kindergartens: (1) Too 
great freedom, making it difficult for the first-grade teacher to get the 
children broken of "noisy habits"; (2) excessive dependence of the 
children upon the director, so that when they come to first grade 
they find it hard to settle down and do for themselves. This teacher 
concedes, however, that the kindergarten-trained child "is more 
at ease, more graceful for having had the rhythm work, and tells a 
story more easily. His handwork, if not too much supervised, is 
better than that of the child who has not been to kindergarten, and 
he dramatizes more naturally." But she adds that "the first-grade 
child who has not been to kindergarten gets it all so very quickly 
that I often think the time spent in kindergarten would be better 
spent out of doors, provided all other home conditions are as they 
should be." Of course this teacher would readily admit that "all 
other home conditions" seldom are as they should be. 



VIEWS OF SUPERINTENDENTS AND TEACHERS. 95 

After summarizing the opinions of her teachers, Miss Parsons 
concludes as follows; 

I feel that every grade teacher should have the kindergarten principles in her train- 
ing, and that the kindergarten teacher should study in normal schools and be prepared 
to do either kindergarten or grade work. I further feel that one supervisor should have 
charge of the kindergarten and primary grades, as in Denver. Primary teachers who 
desire it should be allowed to work with some good kindergartner for a year, and the 
kindergartner should be allowed to do grade work in the same way. This will make 
each realize that we can not have two conflicting, opposing systems in one school, 
but that the teachers must agree on some common plan of procedure. This has been 
done to a great extent; the kindergarten has influenced the whole school movement to a 
marked degree, and the child study movement, the new psychology movement, and 
the new methods in the grades have in turn modified the kindergartens beneficially. 

Whatever the age may be that our children attend school, there should be a pre- 
textbook period in which the children are brought into vital contact with real experi- 
ences of life and the things in their immediate environment, under a trained adult. 
A child who is unable to arrange blocks and sticks, to use sand and clay, to play simple 
games with his fellows, is not ready for the detailed work of the school. The kinder- 
garten is a place for the testing and trj-ing out of children, and for the application 
of remedial measures, the aim being to develop the individual as harmoniously as 
possible. No child should be placed in a first grade until he is ready to attack its 
problems with ease and vigor, and until his body shows decided powers of coordina- 
tion and control. The kindergarten corresponds to that long period of race develop- 
ment before schools were heard of, and any tendency to formalize or curtail freedom 
in the kindergarten will spoil its value as a response to child needs at this culture 
epoch period. 

The Tacoma (Wash.) opinions were particularly interesting, 
because Tacoma does not have kindergartens as part of the public 
school system. One teacher prefaced an otherwise favorable opinion 
by stating that she "very much doubted the advisability of con- 
fining the average child in any sort of school much before he is 6 
years of age." Another conceded the advantages possessed by chil- 
dren who came from private kindergartens into her school, but 
questioned how much of this was due to the higher home standards 
of parents who were able to afford private kindergartens. The 
other replies were unqualifiedly favorable. One teacher declared : 

The advantage possessed by kindergarten-trained children came home to me 
when, after several years experience with children so trained, I took a school in 
which the pupils had not had kindergarten work. The unresponsiveness of these 
children was something I could not at first account for. 

Few definitely hostile opinions are expressed, as noted above. 
Occasionally, however, a city is heard from where there seems to be 
a settled antipathy to the kindergarten idea. The explanation is 
doubtless to be found in some especially unfortunate experience with 
inferior kindergartens. The following from a western superin- 
tendent speaks for itself: 

About 12 years ago the school board established kindergartens throughout the city. 
They added enormously to the expenses of the school department, and in many cases, 
15855°— 14 7 



96 KINDERGARTENS IN THE UNITED STATES. 

I am told, were of poor quality. An investigation was precipitated in which it ap- 
peared that children without any kindergarten training did even better in the primary 
grades than children who had had kindergarten experience. 

The upshot of it was that kindergartens were thrown out even more abruptly than 
they were introduced, and since that time the mere mention of public kindergartens 
has had an effect upon the public mind similar to that produced upon the bovine 
species by the waving of a red flag. So you see I am not in a position to speak with 
great assurance on the kindergarten question. 

Less severe instances of the effect of purely local conditions are 
noticeable in several cities, and need always to be taken into account 
in reading various opinions. Thus one teacher in Norfolk, Va. ; 
frankly declared that, judging from the children she had taught 
in first grade, she considered those who had had kindergarten training 
to be "superficial, and with a poorly balanced nervous organism " 
as a result of the work; while another teacher in the same city 
explained : 

Since the school age in Virginia is 7, it is difficult for us to judge kindergarten chil- 
dren fairly. Seven-year old children who come to us from kindergartens have either 
remained there too long or have been out one or more half terms before we get them. 
In either case we do not get kindergarten influence at its best. 

My own experience during the past two years has been in a crowded slum dictrict, 
largely with foreign children — Greeks, Italians, Syrians, and Russians. I find that 
these children, who have had kindergarten training, have a much better command 
of English, are more courteous, and respond more quickly to all the demands of the 
schoolroom than other children. 

In striking contrast to the skepticism of a few of the letters is the 
decisive statement of Supt. McDaniel, of Hammond, Ind., which 
is typical of many replies received: 

We have had the kindergarten as part of the regular school work in every building 
in our city for 20 years. We feel that its results are vital; that children enter the first 
grade more intelligent than those who have not had that training; that their minds and 
bodies respond to the needs of the regular work to such an extent that the time neces- 
sary for adjustment is materially decreased. 



A. OPINIONS OF SUPERINTENDENTS. 

F. E. Spalding, Newton, Mass. — Kindergartens have been maintained throughout 
the city of Newton about 20 years, and are accessible to practically all children 
in the city. We believe the kindergartens to be a valuable department of our public 
educational system. Two years ago I made formal inquiry of all the first and second 
grade teachers regarding the value of kindergarten training as they observed it in the 
children that came to them. About three-fourths of all children entering our primary 
grades have spent from a year or a year and one-half to two years in the kindergarten. 
The replies of our first and second grade teachers to my inquiry were practically unani- 
mous in favor of the kindergarten training. 

C. Edward Jones, Albany, N. Y. — We have had kindergartens in our city for a good 
many years. We would hardly know how to maintain a public-school system without 
them. If all home conditions were ideal and children could have free play and out- 
door exercise until they were 6 years of age, the need of the kindergarten would not 
be great. But no such conditions exist in any city. The kindergarten, therefore, 



BUREAU OF EDUCATION 



BULLETIN, 1914, NO. 6 PLATE 2 




A. "WHO'LL BE THERE FIRST?" 
Such active games tend to develop freedom and mastery of the body. 




B. "PLAY IN THE OUT-OF-DOORS." 
Kindergarten endowed in perpetuity by Dr. Cornelius N. Hoagland, Brooklyn, N. Y. 



VIEWS OF SUPERINTENDENTS AND TEACHERS. 97 

supplements the home. It gives training in how to work and how to play in such a 
way as to be of value in the future work, and in addition to this it also supplements 
what in many cases is a meager home life. 

William L. Welsh, district superintendent, Philadelphia, Pa. — The value of the 
kindergarten to any community depends upon two things: (1) The character of the 
neighborhood; (2) the skill and efficiency of the teacher having charge of the kinder- 
garten. 

A district in which the people are possessed of an average income, and where the 
mothers have abundant time to care for the children, has no need of a kindergarten . 
It is better for the children that they should be much out of doors, engaged in play 
and such physical exercises as will develop them bodily than to be compelled to 
remain indoors for the small mental and social gain which they would receive under 
the care of the teacher. It is my opinion that we are not placing sufficient emphasis 
on the value of a strong physique for young children, and that we are overemphasizing 
the importance of early mental culture. The preeminent requirement for our boys 
and girls is that they should lay the foundation for good physical health. 

In districts having congested population of the lower classes, where the people are 
much restricted in means and the mothers have not the time to give their children 
that attention and care which they should have, a kindergarten is very helpful. It 
provides a place where the children are safe from the dangers of the street and where 
they may receive instruction and training which their mothers would be unable to 
give. Usually this class of children have only the street for a playground, and there- 
fore would receive little physical development by any play exercise at home. I 
should, therefore, favor the establishment of kindergartens in these neighborhoods 
in sufficient numbers to accommodate all the children of appropriate age. 

Under the second head I would say that it is my opinion that the benefit of a kin- 
dergarten in any district depends almost entirely upon the manner in which it is 
conducted. Under a good teacher it may be very useful; under a poor one it is almost 
valueless. I discover that the opinions of the principals of my district on this question 
vary almost exactly in proportion to the efficiency of the teacher having charge of their 
kindergarten. If they have a good teacher, their judgment is favorable; if they are 
unfortunate enough to have a poor one, they think the reverse. My personal obser- 
vation coincides with the impressions' of the principals. Children who are one or two 
years under the care of a good woman are better prepared for the work of the following 
grade and are more alert and resourceful than those who have missed this influence. 
Under a poor teacher, they acquire bad habits of behavior and imbibe wrong ideas 
of school order and their relationship to the teacher and fellow pupils. 

Where the conditions are favorable and the teacher is of at least average ability, the 
advantages of kindergarten training are many. Considered from the standpoint of 
scholastic training, I believe that the children are usually more self-reliant, original, 
and more apt to take the initiative. They have a quicker understanding, a little more 
power to think, and therefore usually make more rapid progress in their studies. 
Their powers of observation are perhaps keener, and they have a better general knowl- 
edge. They recognize form and color more readily and have a somewhat better use 
of their hands. They have a better command of language, are more proficient in 
counting, and their scholastic standing is apt to be higher. Some principals do not 
agree to this last statement. 

On the other hand, children trained in kindergarten, when they enter the primary 
grades, are not so amenable to restraint and are, therefore, as a class more difficult to 
discipline. They are restless, desire too much attention, and seem to require some 
time to get down to real work. The majority of primary teachers agree that in the 
beginning children who have passed through kindergarten are more difficult to control. 

The kindergarten has an influence socially on the boys and girls. The pupils in 
the grades following respond more quickly to the little courtesies of life. They asso- 



98 KINDERGARTENS IN THE UNITED STATES. 

date more freely with other children and their social training reaches up through the 
grades. They possess more of a community spirit and thus serve to unify the interests 
of the class. 

Taking conditions in the large as we find them in our cities, there can be no doubt 
that the kindergarten is an important element of our school system. I believe that 
it should be retained, but that judgment should be used as to the neighborhood in 
which it is established, and that the teachers should be selected with regard to their 
adaptation to this particular work. 

Herbert S. Weet, Rochester, N. Y. — We have a kindergarten in every elemen- 
tary public school in Rochester. Personally, I have every confidence in these kin- 
dergartens. So far as any definite information is concerned, we can not prove that 
children who have had kindergarten training do, through the regular grades, any better 
work, so far as immediately measurable results are concerned, than do the children 
who have not had such training. I have a strong impression, however, that this is 
due more to our inability in the grades to avail ourselves of the kind of work which 
the kindergarten has given than it is to the absence of valuable training on the part 
of the kindergarten. Whether we shall ever be able to prove through school records 
that the child trained in the kindergarten is more efficient along those lines in which 
the school can adequately test for efficiency I do not know. I believe, however, that 
the beautiful spirit of our kindergartens gives a joy and a happiness to childhood, an 
impetus in the way of social cooperation and a training in the way of kindness, cour- 
tesy, and other essential qualities that fully justify our whole expenditure in it. 

D. J. Kelly, Binghamton, N. Y. — I have no sympathy with the kindergarten 
as a side issue to our regular school work or, as some one has called it, a "de luxe de- 
partment " in our educational system. The work should be so planned and conducted 
as to offer an efficient connecting link between the home and the regular first-grade 
work', and should articulate as closely with the first grade as the first grade articu- 
lates with the second. 

In this city I found children were permitted to enter the kindergarten at 4 years 
of age and at the age of 6 were passed on to the first grade regardless of ability. This 
meant that many children remained in the kindergarten two years and came to look 
upon the school as a very monotonous institution. With promotion on the basis of 
age alone, the work of the kindergarten was of very little help to the first-grade teacher, 
since the material coming to her was lacking in uniformity. 

During the past year I have changed this arrangement so that children enter the 
kindergarten at 5. The course is planned for one year, the first half pure kindergar- 
ten work and the second more of a connecting class. Certain standards were estab- 
lished for our promotions from the kindergarten, just as from any other grade, and 
these standards were based entirely upon proficiency, instead of age. In other words, 
when a child reached a certain degree of proficiency he was put into the first grade 
regardless of his age or how long he had been in the kindergarten. Some children 
reach this state in half a year and some in a year and a half. It meant, however, that 
when the first-grade teacher received the product of the kindergarten it had the same 
degree of uniformity as any product of the school. 

J. V. Brennan, Ironwood, Mich. — We have had kindergartens as a department 
of our public-school system for a number of years. This community consists of many 
nationalities and the people are practically all workers in the iron mines or about 
the iron mines. Families are usually large and the kindergarten here is a second home 
to the majority of the children. It is a place for the children to live as well as to 
learn. Very many of the children learn to speak the English language in the kinder- 
garten. The kindergarten gives these children a right attitude toward schools and 
school work. In fact, without the kindergarten as an adjunct to the home, school 
progress here would be considerably retarded. The children who enter the grades 



VIEWS OF SUPERINTENDENTS AND TEACHERS. 99 

from the kindergarten do much better work, as an average, than those who do not get 
this training. In my judgment, the kindergarten is an exceedingly valuable part 
of a school systen, especially so in a working community where families are usually 
large and the parents occupied in the matter of making a living. 

A. R. Brubacher, Schenectady, N. Y. — We are now maintaining 18 kindergarten 
classes, each one in charge of a specially trained teacher with a full equipment of 
kindergarten supplies and apparatus. From an acquaintance of five years, I offer the 
following opinion regarding the value of kindergarten work: 

First. A kindergarten training is unnecessary and an unwarrantable expense of 
time and energy on children who come from well-regulated homes with opportunity 
for outdoor life and first-hand contact with nature and the ordinary mechanisms of 
daily life. 

Second. Kindergarten training is of real value where the home conditions are artifi- 
cial. I have especial reference to city homes where children have no outdoor freedom 
and to the homes of the wealthy where the child is either neglected or given into the 
hands of servants. 

Third. Kindergarten training is especially valuable in the case of children who 
come from very poor homes. This applies especially where parents are either morally 
unfit or are so poor that they can not give the training demanded by common decency. 

Gerard T. Smith, Peoria, 111. — Kindergartens were introduced into the Peoria 
public schools five years ago by popular vote. The first year we had only 6 schools. 
They have increased at the rate of one or two schools each year until we now have 
13, with the prospect of the introduction of new ones until each of the 19 elementary 
schools shall have a kindergarten connected with it. This expansion of the depart- 
ment in itself answers the question as to whether we believe there is value in kin- 
dergartens as a part of the public-school system. The introduction was made in the 
face of scepticism and general disbelief in their educational worth, by jorimary teachers 
but this attitude has almost entirely changed. Personally, I consider that the unde- 
finable influences are very marked in our schools. Moreover, I find that our children 
enter the subsequent grades with much better mental poise, as well as ability to think 
and act, than children who have not been in kindergartens. In our intermediate 
grades we now have fewer failures, and on the average our children are somewhat 
younger than formerly. While other causes may contribute somewhat to this, I 
attribute it largely to the influences of the kindergartens. 

F. H. Beede, New Haven, Conn. — We have had kindergartens in New Haven for 
20 years and I believe strongly in the value of their work. In this line of work, as in 
any, mistakes will be made and mistakes have been made; nevertheless, the main 
work of the kindergartens is, in my opinion, wholesome and useful. Fifteen years ago, 
first-grade teachers preferred to have children directly from the home, without pre- 
vious school experience, rather than to have children from kindergartens. Their 
feeling was that kindergarten children had not learned prompt obedience and the 
formalities of school routine. To-day probably every first-grade teacher in our city 
would prefer to have kindergarten children. Their testimony is that -these children 
have more initiative, more experience, a larger fund of school information, and a 
habit of doing school work in conjunction with other children. Their social instinct 
has been developed. The old-fashioned teacher who wants mainly to "hold down" 
school children does not want kindergarten children. The up-to-date teacher whose 
thought is to develop her children, to enlarge their power of initiative, and to develop 
responsiveness on their part, asks every time for kindergarten children. 

There is the further thought that in the foreign districts, kindergartens are doing 
a splendid work in taking children as crude material from the homes and introducing 
them to life under the leadership of a few fine women. 



100 KINDERGARTENS IN THE UNITED STATES. 

M. A. Cassidy, Lexington, Ky.— Twenty-six years ago the kindergarten was made 
a part of the Lexington publioschool system. This city was, therefore, one of the first 
to take this important step in educational progress. I was then superintendent, and 
ever since I have watched with great interest kindergarten growth and development. 
Within that time, a large number of children have been promoted from these kinder- 
gartens to the primary schools, and it has been my pleasure to compare their progress 
with that of those who have not had the advantage of kindergarten training. Beyond 
doubt, the progress of kindergarten-trained children is much more satisfactory in 
every way. 

In Lexington the Montessori plan is used to make the adjustment between the 
kindergarten and the lowest primary grade. This work is supplemented by such 
primary work as will better prepare the pupil to enter upon the regular grade work. 
This has been very successful here, and I could give many instances of dull minds 
awakened through the use of the Montessori material. 

C. E. Chadsey, Detroit, Mich. — My experience with kindergartens now extends 
over a period of years, both in Denver and in Detroit, and I can express myself most 
emphatically in favor of very liberal expenditures for kindergarten purposes. While 
the results of the kindergarten are not always tangible, that is, they can not always 
be measured with reference to the specific work accomplished in the elementary 
grades, I am convinced that the general value to the child through increasing his 
stock of general emotions, particularly with reference to his social relations with his 
fellows, justifies the expenditure incurred. 

The attitude of our kindergarten teachers in recent years has greatly increased the 
value of the kindergarten. The appreciation of the social significance of the work, 
and the saner methods used, justify one in having a most optimistic attitude concern- 
ing the future usefulness and improvement of the kindergarten. 

H. F. Leverenz, Sheboygan, Wis. — The schools of this city would not appear com- 
plete, and would not be complete, without the kindergartens. They have been a part 
of the public-school system of this city since 1890; they have always been popular, 
and they have been liberally supported, although a feAV individuals have occasionally 
questioned their value. No one who knows kindergartens will question their value in 
sense training and also physical and moral training. Parents who have had children 
in the kindergarten are often found giving testimony of these values without intending 
to do so. 

The kindergarten introduces the child into school life in the proper manner. This 
point can not be overestimated, for this attitude toward school life accompanies the 
child to and through the succeeding grades. The kindergarten is also the means of 
bringing parents in contact with school more than any other grade. 

Jeremiah Khodes, Pasadena, Cal. — Pasadena has well-organized, thoroughly 
equipped, and modern kindergartens. I believe thoroughly in the kindergarten idea 
and feel that our experiment in Pasadena has abundantly proved the work of the kin- 
dergarten in socializing the community; in bringing children in the best way from 
the home to the primary schools; and in demonstrating the necessity for liberalizing 
our ideas of public-school administration and teaching. Without question we are get- 
ting greater value from the kindergartens as organized in our city than from any other 
single department of our school work. 

Our kindergartens are in bungalows, especially constructed for the purpose, and 
at the same time definitely connected with our schools, each being located on the 
corner of the campus. 

Allen P. Keith, New Bedford, Mass. — In September, 1897, kindergartens were 
first opened in our schools, and 4 were maintained until 1909. Because of constant 
friction between the kindergartners and the first-grade teachers, the kindergartens 
were never extended in the system. 



VIEWS OF SUPERINTENDENTS AND TEACHERS. 101 

When our course of study was revised in 1908, we aimed to correct this misunder- 
standing by establishing a class to be known as " kindergarten and subprimary class. " 
We admitted children to the kindergartens at 5 years of age, and to the subprimary 
at h\ years. The subprimary class attend the morning session and the kindergarten 
class the afternoon session. We now have 12 such classes in the city, and they are 
very popular in the districts in which they are located, both with the parents and 
with the teachers. The first-grade teachei'3 are now glad to get children who have 
had this previous training, and we look for the extension of the work. 

Ella Flagg Younci, Chicago, 111. — With respect to a better relation between kin- 
dergarten and first grade in our school system, it may be said that the influence of the 
kindergarten spirit and methods upon the whole of elementary education, and par- 
ticularly upon primary education, has been so great during the last 25 years as practi- 
cally to unite kindergarten and first-grade classes. The transition is certainly not 
greater than that between elementary and high school or between high school and 
college. Wherever special provision has been made to join kindergarten and first- 
grade by some such expedient as an intermediate class, the plan has been abandoned, 
Such classes have proved undesirable and unnecessary. 

James M. Tillky, assistant superintendent, Terre Haute, Ind. — In our system 
pupils who have had kindergarten training are credited with: (1) Coordination of mus- 
cles — ability to work with hands; (2) freedom of association and expression; (3) some 
power to take "orders" and to visualize; (4) some knowledge of color, construction, 
rote singing, and rhythm; (5) an enlarged and intensified child life which forms the 
basis for habits of politeness and service. 

In our system we provide for the above advantages through classification. Each 
first primary room has at least two classes — 1C and IB. All entering pupils are clas- 
sified as 1C; in a month or so the stronger pupils, with or without kindergarten training, 
are classified as lB's and at the close of the term (5 months) they are promoted to 1A. 
The slow pupils at the same time become lB's. In this way the pupils with kinder- 
garten training are in no way hindered in their progress. 

Frank D. Sltjtz, Pueblo, Colo. — 1. We asked each of our first-grade teachers this 

question, Do you consider that children who have had kindergarten training do better 

first-grade work than those who have not? 

Nine teachers answered. Out of the nine two said ' 'No" and seven said ' 'Yes. " 

2. The following general suggestions were made by the teachers: 

(a) If we might have a better coordination of kindergarten and primary work, we 

would get better results. 

(6) Kindergartners do not study primary conditions enough nor do the primary 

teachers know what to expect or require of the kindergarten children, 

(c) There is great need of a beginner's room. 

(d) The teachers agree that the kindergarten is valuable in the following respects: 
Children are made happy and joyful in songs and games. The kindergarten 
is a great help to the home. The kindergarten is responsible for some gain in musical 
control. 

The teachers also agreed that the following are arguments against the kindergarten : 
It has no definite purpose; it is not always well disciplined, and the children, are not 
encouraged to do independent work. 

Otis Ashmore, Savannah, Ga. — Replying to your inquiry concerning the effects 
of kindergarten training upon the pupils of the public schools, I will say that we do 
not have kindergartens connected with public schools in Savannah, but there is a 
very good system of private kindergartens here, nearly all of whose pupils go through 
our public schools later on in their course. A few years ago I made an exhaustive 
investigation of the points at issue. I assumed that if the kindergarten training was 
of any special benefit to the child, it would be revealed in his attainments in scholar- 



102 KINDERGABTEBTS IN THE UNITED STATES. 

ship and deportment in the grammar schools. Theoretically, kindergarten training 
should increase the powers of the mind, especially in the domain of perception and 
memory; and those qualities which are usually embraced under the head of deport- 
ment should also reveal the effects of the cultural work done in the kindergarten. 
My plan of procedure was to adopt measures to eliminate the personal equation and 
all prejudice, and to compare the records of a year of all children who had attended 
a kindergarten with the records of those who had not attended a kindergarten. The 
averages of these two groups were taken by schools and then consolidated. At the 
close of the year after the records had been made and recorded this comparison of 
the scholarship and deportment records was made. Every precaution was taken to 
make the investigation fair and exhaustive, and I am sure that these ends were attained. 

The results were interesting. In some schools there was a slight indication in favor 
of the kindergarten group, and in others a slight indication in favor of the nonkin- 
dergarten group. The consolidation of the results showed for the whole city almost 
an exact balance. While the balance was very slightly in favor of the nonkinder- 
garten group, it was so slight that it was not at all significant. The inference to be 
drawn from this investigation is that any benefits which may have been given to 
children by kindergarten training in Savannah were not revealed by this investigation. 

Final conclusions should not be made from this investigation, for behind it all still 
stands the question, May not kindergarten training give to the child qualities which 
this test does not reach, and may not similar investigations in other cities, and even 
in our own city, show different results? From my observations, however, I do not 
think the results are far from the truth in Savannah. The kindergarten child does, 
indeed, have some theoretical advantage over the nonkindergarten child along cer- 
tain lines which are very obvious, but the nonkindergarten child, especially the 
child of our mild southern climate, with its outdoor freedom and opportunities for 
self-activity and self-direction, also has some advantage over the child who may be too 
much restrained and directed. It is a large question, with much truth and much 
error combined in claims on both sides. 

A. E. Kagel, assistant superintendent, Milwaukee, Wis. — We have a kinder- 
garten in each of our public schools; in two of our schools the number of children 
entitled to admission is so large that we are obliged to have two kindergartens in each 
of them. Our teachers have all been trained in normal schools. We put particular 
emphasis upon language and sense training, rhythms and music. Children who have 
had one year's training in the kindergarten easily finish the first grade by the time 
they are 7 years old; that is, they do first-grade work in 1 year. In schools where 
a large number enter the school at the age of 6 years, the first-grade teachers are anx- 
ious to get those children who have had a year's training in the kindergarten, rather 
than those who just come off the street, because they take directions better, are more 
alert, and are able to distinguish forms better, and hence learn to read and spell more 
readily. Besides, the hand-training they have received makes them more proficient 
writers, and their general conduct is better, particularly in their dealings with each 
other. 

In many of our schools Ave have organized mothers' clubs, in order to bring the 
mothers early into harmony with the school and to get their cooperation. Excursions 
to neighboring shops, to parks, and games played outdoors constitute part of the kin- 
dergarten program. In a number of kindergartens 10-o'clock lunch, consisting of milk 
and crackers, is served. The expense is 5 cents a week for each child. This money 
is either raised by school entertainments or is contributed directly by the children. 

We consider the kindergarten indispensable for all classes of children. It is here 
that the child gets his first lesson in democracy and social obligation. 

J. M. H. Frederick, Cleveland, Ohio — Until the present year Cleveland had a super- 
visor of kindergarten work. This year we have aimed to combine the supervision of 



VIEWS OF SUPERINTENDENTS AND TEACHERS. 103 

the kindergartens with the supervision of the grades. Our purpose has been to unite 
this special activity more closely with the regular school work. As a result I think 
our kindergarten teachers feel that they are more essentially a part of the school 
system than ever before, and the elementary teachers have seized the opportunity 
afforded them to incorporate in their work a large measure of modified and adapted 
kindergarten devices and methods. The trial, to be sure, has been brief, but the 
results appear to be better even than we had anticipated. 

The kindergarten is no longer a thing apart from the elementary schools in Cleve- 
land. There is a growing sentiment here that if a child could have but eight years of 
school life, it would be better to begin with the kindergarten and close with the 
seventh grade, than to begin with the first grade and finish the eighth. I think that 
there is not so much need that the kindergarten work shall be adjusted to the primary 
grades as that the primary grades shall be adjusted to the kindergarten idea. 

My observation for many years of the kindergarten-trained child in the regular 
school has convinced me thoroughly that the work not only gives greater power, but 
what is more important, it begets the true attitude to life and society. 



B. OPINIONS OF PRIMARY SUPERVISORS. 

Fannie B. Griffith, St. Louis. Mo. — Good kindergarten training, which wisely 
and sympathetically directs and utilizes the child's active impulses and love of play, 
provides for little children an easy and happy transition from the freedom of the home, 
with its more or less conscious tuition, to that of the school where less freedom can be 
allowed and where the tuition is more conscious, purposeful, and systematic. 

A child who has had training in a good kindergarten gives practical evidence of it 
when he begins primary work. Comparing him with a child who has not had this 
training, I should say that, as a rule, he uses his hands more deftly, has a better idea 
of. form and number, expresses his thoughts more freely in spoken language, is more 
self-confident, exercises more self-control, adjusts himself more readily to new con- 
ditions, follows directions more intelligently, is more observant and attentive, more 
resourceful in amusing and helping himself, and has a better idea of the proper way 
to conduct himself in social intercourse with his equals. 

In discussing the matter of needed adjustments between the kindergarten and the 
lowest primary, it is encouraging to note that the breach between these two depart- 
ments of instruction has been greatly lessened. Some 20 years ago the old order of 
primary education, which has been criticised for formalism in instruction and repres- 
sion in management, began to give place to the new. and the work has since been more 
or less in a state of flux. The nature, needs, and interests of the child have been 
studied and an effort made to adapt the work to meet the needs of childhood The 
primary teacher, as well as the kindergartner, has for her guiding principle the vital 
principle in a child's development, his self-activity. While the formal subjects of the 
primary grade — reading, writing, spelling, and arithmetic — differ greatly from kinder- 
garten work, the content of the modern readers and story books make so strong an 
appeal to the child's interest, and the methods of teaching the various subjects are so 
interesting that the child from the kindergarten beginning first-grade work enjoys 
Ids new work quite as much as that which he has left. 

Ethel Vv'agg, Passaic, N. J. — If the kindergarten work has been of a poor quality 
I doubt if children with kindergarten training have any advantage over those without 
it. By poor quality, I mean work of such a character that bad school habits are 
formed, for instance, little discipline, slovenly manual work, and so much memory 
work attempted in the way of songs, folk dances (with more songs), and verses for 
every season, day, and duty, that the majority of the children form the habit of mum- 



104 KINDERGARTENS IN THE UNITED STATES. 

bling the words they don't know and of depending on the few bright children who 
are leaders to carry them along. 

Children who have been in such a kindergarten are to be pitied, but not more so 
perhaps than the first-grade teachers to whom they will be promoted. I have seen 
a kindergarten which approximated the above. I believe, however, that they are 
rare. 

On the other hand, when children are promoted from kindergarten to first-grade 
with 5 months' or a year's training in obedience, cooperation, and good manners, 
they are much easier to manage in a class of 40 or 45 than children who have not had this 
training. 

Children who have been taught to be attentive and observing in kindergarten learn 
to read in first grade with greater rapidity than those who have not received this 
training. If through the kindergarten work a reasonable motor control has been 
secured, the work of learning to draw and write is greatly lessened for the first-grade 
child. I believe that, with common sense, kindergarten- trained children are at a 
real advantage over those of the same degree of mentality who have not received this 
training, namely, in their knowledge of general school life and in their ability to take 
the work more easily and rapidly. 

A. M. Fosdick, principal, Franklin School, San Diego, Cal. — The primary teachers 
of Franklin School are unanimously in favor of the kindergarten, in which opinion 
I heartily concur. They say that through experience they are positive that those 
children who have had the kindergarten work have marked advantages over those 
who have not, and name the following as perhaps the more salient points of advantage: 

(1) Greater development of the social instinct; they play and work together better; 

(2) more self-reliance; (3) better power of concentration; (4) decided gain in handwork; 
(5) happier outlook upon school life, gained through the early direction of the instinct 
for play. 

Miss Lucy G. Bristol, Louisville, Ky. — Children coming from kindergarten to 
first grade, when they have really had any consecutive kindergarten work, have many 
advantages over the child coming directly from home. The kindergarten child has 
learned to take to himself directions or instruction given to a group or class of children, 
where the home child will not respond, unless appealed to individually. He has 
learned to follow directions with reasonable accuracy; to handle himself and his work- 
ing materials intelligently, where the home child is frequently helpless. He has 
learned considerable self-control, and has been taught to work in harmony with his 
companions. 

The "spoiled" child and the unfortunate "only" child, who have ruled the house- 
hold, here learn that they are only one of many and that others have rights that must 
be respected. 

Most kindergarten children are willing to attempt new work with some confidence 
in their own ability, while the home children often have to be coaxed to make an 
effort. During this term, a little girl of over 6^ years wept so much and was so unhappy 
in the first grade that she was sent to the kindergarten, where in two weeks she had 
so overcome her excessive timidity that she returned to the first grade of her own accord 
and tried to do the required work. 

All these things take a great burden from the shoulders of the primary teacher. 

The criticism that the kindergarten develops only the play idea in children is less 
heard, as those who study the kindergartner 's plans realize the connected thought 
work beliind their play activities. 

Another frequent criticism, that the freedom of the kindergarten (especially the 
freedom of speech) makes the first-grade discipline more difficult, will probably soon 
be untenable, as this year the kindergartners are teaching the little folks to work out 
their play problems in silence, hoping thus to strengthen their powers of concentration. 



VIEWS OF SUPERINTENDENTS AND TEACHERS. 105 

The greatest disadvantage at present, to my mind, is that children can not be re- 
quired to go through kindergarten. Hence, those who do are in such minority that 
they practically lose the advantage gained. If in a class of first-grade beginners 
only 25 per cent or less (as is often the case) are kindergarten children, it is obvious 
that they must lose time while the 75 per cent are being brought to their standard. 

Mothers and fathers need to be educated to the value of the kindergarten, as many 
think that if a child goes a month or two in the fall or spring each and during a few 
good days in the winter, he is a full-fledged kindergartner, not realizing that back of 
the play problems given him is a carefully developed consecutive plan, of which 
he fails to get the benefit. 

When I hear teachers decrying the kindergarten, I feel sure they either have not 
investigated, or have back of them a kindergarten in name only and not founded on 
the principle of child growth. 

Sophie C. Becker, principal of grammar school, Buffalo, N. Y. — For the first 6 
years of my supervision of this school we had no kindergarten, while for the last 6 years 
we have had one, hence I feel that I can speak from a sufficient experience of both con- 
ditions. 

Formerly we had to admit children to our first-grade whenever, in the opinion of 
the parent, they were old enough to come, so that the range in age was from 5 to 8 
years. 

In September and February the teacher's task was most arduous. She began the 
term with 40 or 50 wriggling, squirming, much-petted and spoilt babies fresh from the 
nursery. They were timid, tongue-tied, homesick babes, and she had to devise all 
sorts of interesting and at the same time profitable employments until they felt at 
home sufficiently to answer questions, so that she could ascertain what usable ideas 
or concepts they had which would furnish a basis for the beginning of the real work 
of the grade. She could not expect confidently that any of pedagogic value would be 
common to all, for, coming from 40 different homes, different environments, having 
different inheritances, and often speaking different tongues, she had 40 different 
culture-capacities to deal with. She found the contents of each mind different, with 
many faulty and strange ideas to correct, and by the time she had investigated and 
trained enough to transform a heterogeneous mass into a homogeneous class ready 
for the new ideas she had to offer, at least three months of the term had gone and a 
year's energy and invention had been expended. At the end of the year the older 
and brighter ones were ready for the second grade, but a considerable residuum was 
left to repeat a portion of the work. 

Since we have had the kindergarten the children enter at 4 or 5 and are graded as 
first or second year pupils according to their degree of development. The first-grade 
teacher now receives 40 little workers who have learned to control their desires, their 
tempers, their muscles, their voices, their attention; who can take and cany out a 
direction; who have had all their special senses trained; who have been taught to 
observe, compare, think, and express their thought in fair English. They have more 
than one mode of expression, namely, action, painting, cutting, modeling. They 
know form and color; they have a sense of rhythm and some of tones, and a usable 
collection of concepts for the immediate work of first grade in number, nature study, 
literature, and ethics. 

No time is lost in first grade getting ready. Work begins at once. Many children 
are ready for the second grade at the end of six or seven months. Only those who 
have lost time through illness or have a mental defect are left behind. 

The first-grade teacher finds her work far more satisfactory; the parent who has had 
one child trained in the kindergarten would not forego the privilege for the rest of her 
children. We are frequently thanked for the home effect of the kindergarten training. 
The courtesy, helpfulness, orderliness, and general resourcefulness of the little ones 
are matters of comment. 



106 KINDERGARTENS IN THE UNITED STATES. 

Will Antgier, principal Lincoln School, San Diego, Cal. — In a good kindergarten 
there is an atmosphere of buoyancy, of growth, and of loving obedience, and there 
are large opportunities for training in sympathy and generosity, in social equality, 
and in self-control. 

Some of the points where the kindergarten child excels the child who has missed 
that training are as follows: 

(1) lie has learned to take and to understand simple instructions from another 
person than his mother. 

(2) He has learned to obey instructions frequently with much more willingness 
and celerity than given at home. 

(3) He has learned a part of the great lesson of community life and is usually much 
less self-centered than the lone child of modern civilization. 

(4) lie is nearly always quicker and more deft with his fingers, because of the hand- 
work. 

(5) He is a better "mixer." 

(6) He is, if from a family where a foreign language is the mother tongue, very much 
better equipped with the vocabulary in which he is to work. 

Ella Ruth Boyce, director of kindergartens, Pittsburgh, Pa. — Two years ago 
statistics were gathered to show whether any time was gained in progress through the 
Pittsburgh schools because of kindergarten training. These were crude and imper- 
fect, because of the lack of accurate records, but averaging together all we could secure, 
it was found that the average age of children with kindergarten training was 0.52 of 
a year lower than those who had not had it. 

Children with kindergarten training fail to reap the full benefits of it for the fol- 
lowing reasons: 

The class having kindergarten training is in practically every case in Pittsburgh 
not kept as a unit, but is taught in a room with children without this training. While 
they do forge ahead even under these conditions, there is a great loss in that no account 
is made of their experiences. 

There should be much more knowledge and insight on the part of both primary 
teacher and kindergartner as to the work, aims, and method of each other. Some- 
thing is being done to this end in the Pittsburgh Training School for Teachers, where 
the junior courses for both elementary and kindergarten students are the same. 

The kindergarten aim and method of discipline agree with all modern theory and 
effort in this matter and should be adopted throughout the elementary school. 

The concrete work in form and number could with advantage be carried to a much 
greater degree of development in the elementary school. At present there is practi- 
cally no advantage taken of the child's love for and ability to learn about form, color, 
and number. 

Perhaps the greatest loss comes in the handwork where often children repeat the same 
work they did in kindergarten, and with much less creative effort. 

In this connection I should like to quote the remark made this week by a principal 
to one of our kindergartners when the progress of a particular child was being dis- 
cussed. She said: "I have always felt that there was too great a break between the 
kindergarten and the primary, but I used to blame it on the kindergarten. Now I 
am coming to believe it is the fault of the primary." 

Mary A. Lewis, Cambridge, Mass. — One gain observable in the children coming 
from the kindergarten to the first grade is that they have learned to come to school, 
and have also learned to be neat and punctual. The first day shows them as ad- 
vanced in school ways as children from homes are in two or three months. They 
have also learned attention and the ability to follow directions, and they have gained 
considerable manual skill. Their incidental knowledge of number, color, form, and 
direction is also a great help. Their oral language is much in advance of that of the 
home children, and many of them can reproduce stories very well. 



VIEWS OF SUPERINTENDENTS AND TEACHEES. 



107 



I place the ethical teaching of the kindergarten above all else. The children learn 
to live with each other and to be good comrades and loyal to their school. 

I would not have any of the work of the primary grades incorporated with the kin- 
dergarten program; but I would extend some of the kindergarten work into the first 
grade, especially where the children enter before they are 6 years of age . We have been 
experimenting this spring with an overflow class of 20 children who spend most of 
their three-hour daily session on a veranda belonging to a kind neighbor. They give 
90 minutes to acquiring the school arts, 30 minutes to games in the garden, and 60 
minutes to the usual kindergarten work. The results are gratifying. The children's 
health is much improved, and they are very happy. We hope to continue this work, 
with modifications, in the fall. 

Could the youngest children in the first grade return for games, dances, and drama- 
tizing under the conditions and in the larger freedom possible in the kindergarten 
rooms, much fatigue and nervousness now observable in the later part of the after- 
noon would disappear. Where the children attend two sessions each day this arrange- 
ment is possible and desirable. 

Ellen M. Quigley, Troy, N. Y. — In my experience I have found that little chil- 
dren who have had the great privilege of being trained in kindergarten by a skillful, 
enthusiastic kindergartner have many advantages over those who come from even 
the best homes directly to first grade. 

First-grade teachers experience very little difficulty in settling down the little 
people from a good kindergarten to do the work required in this grade. The children 
eeem to adapt themselves to the different conditions in the primary almost from the 
first day. 

I would suggest that a child who enters kindergarten at the age of 4 years be given 
kindergarten instruction. When 5 years old, if too immature or not fitted to take up 
primary work, he might have kindergarten instruction in the morning and primary 
work in the afternoon. A child who does not enter until 5 should have kindergarten 
training in the morning and primary work in the afternoon. Every child 6 years old 
should be entered as a regular first-grade pupil. I consider it a great injustice to any 
child to be kept in kindergarten until he is 7. 



Alice J. Kilpatrick, Philadelphia, Pa. 
beginning September 8, 1912: 



-The following statistics are for the year 





Kindergarten. 


Other sources. 




Received. 


Promoted. 


Received. 


Promoted. 


Room 5 


9 
11 

7 


Per cent. 
100 
100 
100 


30 
28 
36 


Per cent. 
83 


Room 2 


82 


Room 4 


77 







This shows a decided advantage on the part of kindergarten pupils. In my opinion 
a child is robbed of a part of its birthright when deprived of at least one year in kin- 
dergarten. 

Caroline D. Aborn, director of kindergartens, Boston, Mass. — The kindergarten 
has been a part of the public -school system of the city of Boston since 1888. There 
are at present 124 kindergartens, which means from 1 to 5 kindergartens in connection 
with every school district, except two. The superintendent, Mr. Franklin B. Dyer, 
is an avowed advocate of the kindergarten as the first step in education; therefore, 
under his regime we shall expect to see even more kindergartens established in the 
city from time to time. 



108 KINDERGARTENS IN THE UNITED STATES. 

I am in possession of over 100 letters written by the primary teachers in Boston, in 
which they have themselves stated their opinion of the benefit of kindergarten in- 
struction. 

They state that the manual work of the kindergarten is very helpful in developing 
skill with the hands, ability to write and draw, and the use of other implements of 
the schoolroom. Through the songs and stories and excursions taken by the kin- 
dergarten children, a child gains an amount of general knowledge and becomes inter- 
ested in the world of nature, all of which helps him, when he begins to read, to inter- 
pret the printed page. Through the work with blocks, sticks, rings, etc., the child's 
number sense is awakened and developed, and this helps very much when he begins 
to work with abstract numbers. Beginnings of a love for literature are also started in 
the kindergarten, for the children hear stories, look at pictures, and reproduce stories 
in such a way as to make them eager for good poetry and good prose. We primary 
teachers feel, in other words, that the kindergarten prepares good soil in which the 
grade teachers may begin to work. 

Watler C. Bishop, principal Bache School, Philadelphia, Pa. — The statement 
that kindergarten children are incessant talkers is well founded. All the games of 
the kindergarten and much of the handwork admit of conversation that not only 
pleases but trains the child in the use of language. I do not see how this can be cor- 
rected without destroying one of the benefits of such training. The judgment of 
children of this age is very rudimentary, and they can not readily distinguish when 
talking is permissible and when it is not. I believe it is the duty of the first-grade 
teacher to train the child's judgment along this line. However, in a school that 
admits of two kindergartens the younger children should be in one class and the 
older in a second. The younger children should attempt little except songs and 
games and, as far as feasible, these should be carried on out of doors. More serious 
work could then be undertaken in the advance class and these children could be dis- 
ciplined toward the end of the kindergarten course along lines required for the work 
in the first grade. 

Zoe C. Shaw, Kalamazoo, Mich. — There exists in Kalamazoo a very close relation- 
ship between kindergarten and primary. The former has been established as a regular 
part of the public-school system for many years, and is one of the best organized de- 
partments of our system. 

Few children enter primary who have not had kindergarten training, so thoroughly 
convinced are the school patrons of the worth of such training. 

One of the strongest features of the kindergarten and primary here is the spirit of 
cooperation and mutual helpfulness which exists among the teachers. Primary 
teachers are acquainted with the plans and purposes of the kindergarten, vice versa, 
and work in harmony, aiming to produce a continuous course of development during 
the period of childhood, with no break between kindergarten and Grades I and II 
of regular school. This has been accomplished partly by giving the preference to 
primary teachers who have had kindergarten training and partly through cooperative 
supervision of the two departments, planning for joint meetings of their teachers, 
for general discussion, and for visiting each other, thus establishing good feeling and 
mutual helpfulness. 

Circle primary rooms are an added incentive to freedom in the primary. The child # 
coming from kindergarten feels at home in a primary room furnished with tables and 
chairs and with the familiar circle for social periods. Over half of our primary rooms 
are equipped this way, and teachers prefer these rooms. 

There is much yet to be done in the way of graded activities that will help to avoid 
"marking time" in primary. This we think can be accomplished when primary 
teachers recognize the strength of initiative and power of experience possessed by the 
kindergarten group sent on to them. This cooperative consciousness is what we are 
striving to attain. 



VIEWS OP SUPERINTENDENTS AND TEACHERS. 109 

0, OPINIONS OF PRIMARY TEACHERS. 

Malanie A. Schute, Cincinnati, Ohio. — During the period, of 31 years that I have 
spent in the Avondale School in Cincinnati, I have always had. a few children who 
had had some kindergarten training. Five years ago the kindergarten became a part 
of our public school system. 

We are extremely fortunate in having in our school a director who is an ideal kin- 
dergartener; so my comparison can be drawn between children who have received the 
best kindergarten training and those less fortunate ones who missed this training 
altogether. 

The kindergarten children show the result of systematic sense training . Their power 
of observation is greater. They are able to discover things for themselves and use 
eyes and ears. They are more free and easy in their movements, because of the games 
and exercises in rhythm, which have trained and developed their limbs. They use 
their hands better in all forms of construction work. The sense training given the 
kindergarten child helps him to form a clearer mental image of the idea he wishes 
to express; hence his work is better in all the various modes of expression, language, 
painting, clay modeling, etc. He is more self-reliant, helpful, unselfish, and apt to 
show a budding community spirit that impels him to go to the assistance of a more 
timid scholar. He has a better command of language, because he has had ample 
opportunity to express his ideas and has been encouraged to tell what he has seen or 
experienced. When thrown upon his own resources, during the period of busy work, 
he performs the tasks assigned him more intelligently. And, lastly, his life is richer 
because of the beautiful stories and songs he has heard in the year spent in the kin- 
dergarten. 

As to "adjustment between kindergarten and lowest primary grade," it seems to me 
there should be a complete '•'dovetailing" between the kindergarten and the first 
grade. The games and plays should be continued in the first grade and also the free 
expression by means of paper cutting, painting, clay modeling, etc. The story, 
which has so large a place in the kindergarten, should have a large place in the lower 
grades, forming the basis of the lessons in reading. 

The circle of the kindergarten should find a place in the first-grade also. With the 
introduction of movable desks the problem of sufficient room space for games and 
dramatization would be solved. The transition from the kindergarten to routine 
of the schoolroom should be so gradual that the beginning of one and ending of the 
other is the 6ame. In the words of a kindergartner of wide experience: 

If the kindergarten principles upon which the kindergarten practice is based are 
valid, they must be valid not alone on the stage of development which the kindergarten 
covers, but also for the other stages as well. 

Kate Farrell, St. Louis, Mo. — During the last four years my work has been with 
children who were receiving primary work and kindergarten training in alternate 
periods. This program was instituted in St. Louis by Supt. Blewett who wished to 
test the development of children of 6. The law regulating school age did not, until 
the present year, allow a child under 7 to enter school. 

The adjustment between the kindergarten and the lowest primary grades would be 
much smoother, I believe, and the kindergarten training a much more definite and 
substantial value to the child in his work in the primary grades, if he were allowed 
to formalize his experiences in the kindergarten. By formalizing, I do not mean any- 
thing which would in any sense verge on a drilled recitation. 

Without oral expression, how can we be certain that the child's mental experiences 
are those which Froebel and his followers suppose them to be? While the kindergarten 
in theory recognizes the value of oral expression, in practice much of it is imitative 
and dependent. Much of the symbolism is too remote from the child 's actual expe- 
rience to rouse in him the impulse for independent investigation. Even in nature 
study and mathematics a definite result is prevented by the prevailing fear of for- 



110 KINDERGARTENS IN THE UNITED STATES. 

nialism. The child's impulses remain undiscovered through failure to utilize the 
Qiost potent means of expression — language. Self-activity, the proclaimed basis 
of the kindergarten, is not promoted in the kindergarten when it fails to recognize 
that to formulate thought is to produce thought. 

I believe that the child who is allowed, in the kindergarten, to give voice to his 
own ideas, is much better equipped for the work in the primary grades than is the child 
who has the experiences of the kindergarten interpreted by the teacher, perfect though 
the language may be. 

While I am in entire sympathy with the kindergarten and fully appreciate what it 
does for the child of from 3 to 5 years, I believe that it should, during the period from 
5 to 6, curtail the time given to the less valuable forms of expression in favor of the great 
one of oral expression. 

Katherine M. Guest, Chicago, 111. — The kindergarten child has a broadened 
experience. He learns habits of observation by relating what he sees on the way to 
and from school, in visits to parks, country, walks, etc., and nature work done in 
the room. Through these talks and experiences he comes to have a larger sympathy 
or relationship with all life around him. 

Through the trades and occupations he learns industrial life and, in a general sense, 
the history of the race; he is taught respect for labor and a love for work of all kinds. 
Through music and rhythm work he gains poise, bodily control, pure tone qualities, 
and a readiness for what is to follow in the more definite first-grade work. 

The well-trained kindergarten child is ready for the first-grade and needs to make 
no adjustment in the work required of him. 

De Etta Price, Fort Wayne, Ind.— The aim of the kindergarten, as I see it, is not 
to prepare children for the grades. Its aim is to meet certain needs in child life from 
the age of 3 to 6. The activities of children in the kindergarten are but little, if at all, 
related to those they encounter in the grades, with one exception — the manual side. 
The child of the kindergarten has the advantage of a fuller, happier life, but the degree 
with which it fits or prepares him for his primary problems may be quite accurately 
compared to the degree which her training in cooking, sewing, and dancing of an 
eighth-grade girl increases her efficiency to master algebra. 

Olive Baker, St. Louis, Mo. — The kindergarten needs common supervision with 
the primary grades. The teachers of the kindergarten, in general, assume the attitude 
that the kindergarten is a separate institution from the elementary school. They 
limit their study and interest to the one step or stage in education which they teach, 
and forget to consider it in relation to elementary, secondary, and higher education. 
There is great need for a wider perspective, which an interest in the general field of 
education will give. I do not say the kindergarten teacher should attempt to master 
the methods and literature of all grades, but surely she is working with a narrow con- 
ception of the educational field in which the child is growing when she has but inci- 
dental acquaintance with the step or steps in the development of the child's work 
after the kindergarten. 

Sarah Hogg, Richmond, Va. — As to the adjustments that need to be made between 
the kindergarten and the lowest primary grades, in our school we had what we called 
the "connecting grade." In this class some reading and phonetic work was done 
preparatory to the reading course to be done in first grades. This. I think, is not done 
in all kindergartens, but it has proved very helpful to my class. During the past term 
I did more than twice the amount of reading with children who had had some work 
of this nature than I did the term before with children who had not had this previous 
help. 

Let me say that this is my first year with children who have had kindergarten train- 
ing. I like it, and if I could I would see that there was a good kindergarten in even' 
public school in our country. 



VIEWS OF SUPERINTENDENTS ■ AND TEACHEBS. Ill 

Alida L. Cono.ver, Bayonne, N. J. — I find that pupils who have attended the kin- 
dergarten are more restless, less attentive, less interested in primary work, and show 
less application, than those who enter the grades directly; also, that they are more dif- 
ficult to discipline, since they must necessarily unlearn such habits as talking and 
the greater freedom of action which are quite proper according to the ethics of the 
kindergarten, but which can not be allowed in the grade work. In some cases it is 
almost impossible to break these habits, especially if the pupil has attended kinder- 
garten for more than one term. 

For some years I have observed that the classes which made thj most rapid prog- 
ress and were more easily trained in school discipline were those in which a large 
percentage of the pupils had not attended the kindergarten. 

I find that the pupil who has attended the kindergarten is usually somewhat more 
apt in all manual training work; also, in many cases, more responsive in language 
work. 

In regard to any adjustments which might be made between the kindergarten and 
lowest primary grade, I would suggest that a change be made in the age at which 
pupils may enter the kindergarten. At present, I believe, a child may enter at the 
age of 4 or 4| years and remain until the age of 6. This allows some backward or very 
immature pupils to remain for three or even four terms in the kindergarten. 

If pupils were allowed to enter at the age of 5, remain one term, and then pass to a 
connecting class or to 1A it would mean less time to acquire the kindergarten habits 
and also would relieve the crowded conditions of these classes. 

I would suggest a stricter discipline in the kindergarten. 

Helen W. Tanner, Paterson, N. J. — While the kindergarten was a wonderful 
advance in the education of young children, yet for many years past it has become 
a separate tradition and fetich. Children generally enter at too late an age for pure 
kindergarten work and are kept at it too long. It has been the cause of much needlesa 
waste of educational years. 

In this school (Public School No. 6) children enter the kindergarten at 4 years of 
age. They play at reading and writing (childish scribble, etc.), which they enjoy 
just as much as their games, and in a surprisingly short time learn to read and write, 
almost unconsciously. The average age at which our children graduate has been 
reduced by 1^ years, largely by attending to earlier entrance and to this connection 
between the kindergarten and first-grade work. 

Nettie J. Fbeeman - , Chicago, 111. — In regard to the adjustments between the kin- 
dergarten and the lowest primary grade, I believe the continuance of the educative 
work, begun in kindergarten, is greatly hampered in primary work by the lack of suita- 
ble materials and equipment. The child feels this limitation through having experi- 
enced the joy of abundance of beautiful materials. 

In kindergarten there are two teachers, each supervising an average of 25 children, 
while in the first primary grade one teacher takes care of an average of 45, hence the 
step between the freedom of kindergarten and the formal work of the first grade is too 
great. These conditions might be improved by either a reduction in the number 
of pupils or providing two teachers for each primary room. 

Anna Waldschmitt, Chicago 111. — There is too great a change between six years 
and six years and one day. There is too great a jump. The child in primary school 
is confined in a seat. He is almost overcome by that fact alone. If the children 
could all be gathered together in front it would be all right. The teacher has one 
side of the room that she has to listen to; the other side is put to work. Sometimes the 
children can not do the work because it is too difficult, or it is too easy and the 
child finishes his work quickly. In the first case, the child gets discouraged. The 
teacher has not the time to go to the child's aid the moment he needs her assistance, 
as she does in the kindergarten. This child naturally loses interest and becomes lazy. 
15855°— 14 8 



112 KINDERGARTENS IN THE UNITED STATES. 

The other child is boo quick about his work. In the kindergarten the teacher could 

children immediately. The child who gets through with his work sits idle 

- bad habits. Both of these cases stay in the grade longer than the y 

Chikken who go from the kindergarten should not have seats, at least for five moo 

ul& have tables and chairs, as they have in the kindergarten. No teacher- 
can take 48 children and have tables and chairs. Why not overcome that by having 
a cadet? 

Ethel B. Fitzhugh, Louisville, Ky. — It has been my privilege to have had experi- 
ence in a school without a kindergarten, and, more recently, in a school with one, and 
I icel safe in saying that the difference in progress made by the respective cla— 
very noticeable. 

The habits formed in the kindergarten, the prompt obedience to signals, tL . 
tribution and handling of materials,, save a vast amount of time for the actual teaching; 
and the little ex-kindergartner makes a very capable assistant to the teacher in her 
handling of those who have not had the advantage of the same training. 

To me, an ideal class would be one composed of well-trained kindergarten children 
who had been recommended for promotion by the kindergarten teacher. Our kin- 
dergarten teacher and myself compared notes after the promotions had been made 
at the end of the first term; and, with a very few exceptions, the failures were the same 
cltildren who had not been considered ready to leave the kindergarten. 

Antonitette D. Rick, Jamestown, N. Y. — The last few weeks or even the last term 
spent in the kindergarten should be given to a course of "primary tactics." in which 
the children should do their table work without talking except when necessary for 
information, just as the primary pupils do their work at their seats. 

Of course, their games, free play, and marching give them a chance to relax, just 
as the various exercises and games relieve the tension in the first grade. 

The kindergartens in which I have observed this plan carried out were the most 
pleasant and delightful I have ever seen; the pupils seemed in no way to be upset 
by the fact that they were working quietly. 

When I entered primary work after my kindergarten training there was all the 
difference in the world in the way the pupils in the different schools took up the 
grade work. 

Those from the " quiet " kindergartens seemed to be ready to do "something harder " 
and understood that they could not do their work well if they were constantly talking 
and watching others, while those from other kindergartens "didn't like school" be- 
cause they "had to keep still and had to work." 

Nellie Walton Ford, St. Paul, Minn. — It has been my experience to find 
children who come into the first-grade classes from the kindergarten posses? greater 
self-control, are more mature, less timid, pay better attention, take commands more 
intelligently, do better handwork, and have a larger vocabulary. The last is especially 
true of foreigners. 

In regard, to a readjustment of classes, I have long wished that a class might he 
inserted between the kindergarten and first grade, in order to avoid the difficulty 
which comes from promoting too young. Children who are ready to leara to read and 
write take up the work with avidity and profit, while a largo proportion arc dulled 
and permanently injured by having subjects forced upon them before their powers 
are sufficiently developed. 

I do not think the more brilliant children would suffer by the change, as they are 
often weak in handwork. They would gain in self-control and poise what was lost in 
the mere acquisition of facts. 

I should plan to give one period a day to paper construction or clay modeling, 
to pencil drawing or free-hand cutting, one to water-color work, varied by the ktyisg 
of tablets, as an introduction to original design. This work might be reproduced by 



BUREAU OF EDUCATION 



BULLETIN, 1914, NO. 6 PLATE 4 




A. "WHAT FUN CLAY IS!" 

Clay for modeling is a universal favorite; it leads to growth in power of expression. 




B. "ONCE UPON A TIME." 
Good stories are to a child what good books are to a grown-up. 



BUREAU OF EDUCATION 



BULLETIN, 1914, NO. 6 PLATE 5 




A. "MINE IS FINISHED." 
This set of blocks requires much skill to fit together and balance the brick-shaped pieces. 




B. "WE ARE GOING TO BUILD HOUSES." 

By such materials the child's instinct to take things apart and recombine them is guir< 

conscious skill. 



VIEWS OF SUPERINTENDENTS AND TEACHERS. , 113 

tracing about the forms and coloring with crayon, but I think design in water color 
painted in mass is too difficult for 8-year-old children. 

I would have story-telling, v/ith reproduction by the children, orally and in many 
cases by dramatization. There should also be oral descriptions of toys, flowers, 
birds, and objects taken up in nature study, and there could be talks about the weather 
and change of seasons. 

Singing of joyous songs should have a place, but there should be no technical study 
of music. 

Arm movements at the blackboard should be given as a preparation for writing and 
proper development of the muscles. While it is quite possible for children of 3 to 
write, v/ho wants them to do it? 

There should be counting exercises of great variety with tracing and coloring of 
geometric and other forms in groups, for quick recognition, and paper cutting and 
pasting, for the impression of the same should form a part of the work. 

I would teach short selections of beautiful poetry and tell a few stories, simply for 
the pleasure they give, with no effort to have them reproduced. Frequent periods 
for relaxation, fresh air, and physical culture, with the simplest instruction in hygiene, 
should be included. Daily phonic drills should also form part of the course. 

I would not allow any but an enthusiastic, sincere, experienced teacher to touch 
this work and, when appointed, I would allow her great freedom, with no restrictions 
in regard to the length or arrangement of periods. 



IV. ABSTRACTS OF PAPERS READ AT THE MEETING OF THE 
INTERNATIONAL KINDERGARTEN UNION, WASHINGTON, 
D. C, APRIL-MAY, 1913. 



THE STANDARDIZING OF KINDERGARTEN TRAINING. 
Nina C. Van Dewalker, Milwaukee. Wis. 

The question of standardization of kindergarten training is one of great importance 
to the kindergarten movement. It is only as a part of the school system that the 
kindergarten can realize the hopes of its founder, but in the estimation of many, it 
has not yet justified its place there. Statistics show an encouraging increase in the 
number of public kindergartens during the past decade, but an increase by no means 
commensurate with the advance made in general education during that period. The 
agencies which the kindergarten employs — the song, the story, creative self-expressiou , 
and directed play — are in high favor, but the value of the kindergarten itself is still 
questioned. In the judgment of the school, the causes for this lie in the character 
of the training which kindergartners have received. By the same judgment serious 
efforts need to be made to raise the standard of that training, if the kindergarten hopes 
to retain the place it has gained there. 

That standards of kindergarten training have risen immeasurably since the early 
days is evident. It is a matter of pride that the best training schools are now of col- 
lege rank in their entrance requirements, that the course is not less than two years 
in length, and that many offer three and four year courses. But desirable as it is to 
have an increasing number of thoroughly trained kindergartners graduated each 
year, the standard of efficiency among kindergartners in general will not be suffi- 
ciently raised if the majority of training schools send out in the meantime large classes 
of those who are not up to the standard that present-day conditions demand. A 
raising of the general standard — in fact, a standardizing of the training course — is 
therefore necessary. 

A standard, however, is determined by the end in view, and kindergarten training, 
like any other, might be judged good from one standpoint and poor from another. 
Much of the friction between the kindergarten and the school comes from this fact, 
that each has its own distinct aim and judges the other by that aim only* The esti- 
mate which the school places upon the kindergarten and her training is not, therefore, 
necessarily the true one. If the kindergarten is to perform its service for the children 
of the country, however, and exert the influence upon the school that it should exert, 
it can do so only in and through the school and to the extent that it recognizes itself 
and the school alike as parts of a system in which each must work in harmony for a 
common purpose. In this entering into the purpose of the school as a whole, the 
kindergarten need not sacrifice its own aims. On the contrary , it is only as it sees itself 
in this larger relation that it can realize their full significance. It can not perform 
its part, however, if its work is judged inferior to that of the school. The fact that 
it is so judged, by some at least, is cause for action on the part of training teachers. 
The position taken in this paper, therefore, is that the standard of kindergarten train- 
ing needs raising, because in the estimation of the school the kindergarten does not yet 
114 



INTERNATIONAL KINDERGARTEN UNION PAPERS READ. 115 

peri'orm iis own service adequately, and does not. therefore, lend the aid it should in 
furthering the purpose of the school as a whole. 

There are reasons why the attitude of the school toward the kindergarten is espe- 
cially critical at the present time. It is evident that there has been a great awakening 
of educational interest in the last half-dozen years. This is due in part to the scientific 
investigation of schools and school problems which has been in progress during that 
period. This investigation has made unexpected revelations in many directions. 
It has shown the elementary school to be particularly weak, as scores of children are 
retarded each year in passing from grade to grade. Fifty per cent drop out before the 
sixth grade is reached; and those who remain to finish are ''misfits," as they are not 
prepared to enter any phase of practical life. The realization that the school was not 
producing socially efficient individuals, and was, therefore, itself lacking in social 
efficiency was the first step toward a new order of things, an order in which efficiency is 
the watch word. It is to secure greater efficiency that the school concerns itself with 
the children's health; it is because the influences of the street do not make for efficiency 
that playgrounds and social centers are established; and it is to cultivate the efficiency 
needed in practical life that trade schools and continuation schools are being adopted. 

Because the school seeks to develop efficiency, new demands are being made upon 
the teacher. Each subject, in fact every exercise, is expected to contribute to this 
end. In the effort to get more efficient teaching, it has become evident that subjects 
must be taught in a close enough relation to life to grip the children's interest. Be- 
cause of their appeal to children's interest, music, drawing, and the arts of expression 
in general have assumed a new value. The attempt to educate for efficiency has, 
therefore, brought about many improvements in school work and methods. It has 
shown the value of creative self-expression — the basic principle of the kindergarten — 
as a means of developing efficiency. It is because of this new spirit that the kinder- 
garten is asked to justify its place in the school system as it never has before, and that 
the kindergartner is called to account on new lines. Whenever she can show evi- 
dence of real growth on the part of the children, her work receives an appreciation 
never before accorded it. If she lacks the insight into the child's development and the 
principles upon which present-day education is based, however, as she too often does, 
she will be unable to direct the children's work in kindergarten, so that development 
along the line of grade work will result from it. Her work may have value, but her 
unfamiliarity with the ideals of the school makes it difficult for her to translate her 
kindergarten ideals over into the ideals of the school and make them bear upon its 
work. It is because the superintendent does not see the results he hoped for that 
he hesitates to urge the adoption of the kindergarten when he is considering the agen- 
cies that will increase the school's efficiency. Whatever the justice of the criticism 
which he passes upon the kindergartner and her work, she can not afford to let the 
kindergarten fall beloAV any standard which the school may set. If the kinder- 
gartner s acquaintance with the aims and methods of general education is inadequate, 
as the superintendent alleges; if she lacks the needed preparation in drawing, music, 
story-telling, and other school arts; and if she is not as open to suggestion and criticism 
as she should be, should not the training teachers of the country see that these short- 
comings are remedied? The formulation of an ideal course of kindergarten training is 
doubtless necessary, but it is less imperative than the improvement of courses as they 
are to meet the conditions that require them to be different. 

The work of a kindergarten training school must fall into several well-marked lines. 
To meet the demands of present-day education, these should be as follows: 

1. A study of the child's development, accompanied or followed by a course in 
physiology and psychology. 

2. A study of the ideals and methods by which the kindergarten seeks to further that 
development, by means of the literature of the kindergarten and the instrumentalities 
which it employs. 



116 KINDERGARTENS IN THE UNITED STATES. 

3. A study of the subjects with which the kindergartner must be familiar to do good 
work in kindergarten and to prepare the children for the grades, such as music, art, 
literature, and nature study. 

4. Practice teaching to show the future kindergartner's grasp of the kindergarten 
principles and her power of applying them. 

5. A study of the kindergarten in its larger relations (a) to the work of the grades 
and (b) to the mothers of the children and the community of which it is a part. 

6. A study of subjects needed for the students' own development, such as compo- 
sition, expression, public speaking, and domestic science. 

That these several lines of work must be included in the courses of all training 
schools that are ranked as standard is evident. That they can not be successfully 
undertaken without a high-school education as a foundation, nor successfully mas 
in less than two years, is equally evident. In these two respects, most training schools 
have already become standardized. A two years' course with a high-school entrance 
requirement is not necessarily a strong course, however, as the organization of the 
course may be such as to make strong work impossible. The obstacle to the organiza- 
tion needed to insure strength is the disproportionate amount of time frequently given 
to practice teaching. If two years are given to this, the course can not be strong, since 
the time needed for the instructional work is too short to make it so. If one year of 
practice is made the standard, there is time for the instruction in child study and 
psychology that the kindergartner needs to make her work intelligent and vital; there 
is time for a study of the kindergarten instrumentalities and their purpose in the 
child's development; and there is time for the instruction in art and music, and per- 
haps also in literature and nature study, that the student needs in order to do successful 
practice teaching and the kind of work after graduation that the school wishes done. 
Unless the time given to these subjects in the kindergarten training school is mate- 
rially increased, the kindergartner will continue to be at a disadvantage as compared 
with the grade teacher who has received her training in a good normal school. The in- 
struction given in psychology, music, drawing, literature, and nature study covers 
at least a semester of daily recitations. In view of the limited instruction given in 
many kindergarten training schools, it is not surprising that the kindergartner's work 
in these respects should have merited criticism. In these it is not a matter of inter- 
pretation, but of fact, that the kindergartner's preparation is inadequate to the de- 
mands of the school, and kindergarten training needs to be standardized up to the 
level of the good normal school. 

With a high-school entrance requirement, a two-year course, a year of practice 
teaching, and at least a semester's instruction in music, art, psychology, literature, 
and nature study, the kindergarten course would possess elements of strength that 
it now too often lacks. The most important phases of its work remain to be considered, 
however. These are the courses in kindergarten instruction proper, and those that 
relate the work of the kindergarten to that of the school as a whole. Do these need 
strengthening and standardizing? To the fact that the second needs it, every school 
principal will bear testimony. But surely the kindergarten instruction itself can not 
need it. In some respects this needs it most of all, since it often violates the very 
principles which the kindergarten advocates. The purpose of the kindergarten is to 
develop creative self-activity on the part of the children. To do this, it directs the 
children's self-expression in such a way that they ultimately discover for themselves 
that there are principles by which that expression must be guided. To impose these 
principles upon them by an outside authority would be a violation of Froebel's dictum 
that education must not be arbitrary, categorical, and interfering. The development 
of creative self-activity on the part of the children in the kindergarten has been fairly 
successful. Has the path that leads to creativeness in the children been followed 
in the kindergarten instruction of students in the kindergarten course? Are suidents 



INTERNATIONAL KINDERGARTEN UNION PAPERS READ. 117 

led to a study of the kindergarten instrumentalities through their own obsen^ation of 
children's natural play material? No, they are given these as objects to be accepted 
upon Froebel's authority. Do they reach the conclusions that Froebel reached as to 
the methods of the kindergarten by any study of children's natural procedure in 
play? No; they are taught these upon an authority that has no relation to their own 
experience. But are these methods, which are all too common in the kindergarten 
instruction to students in training, the methods which Froebel used and approved of? 
Not so do I read the story of his work. The time allowed for this paper is too brief to 
permit more than the briefest sketch of a course that seems to me to accord with Froe- 
bel's own method — a course which is based upon the developing life of the child and 
which traces his varied activities in their natural evolution. From such a course 
the kindergarten instrumentalities would appear to the student as the natural out- 
growth of the children's play needs, but far better than any they could themselves 
have devised; and the principles and methods of the kindergarten, those underlying 
children's normal play, but far in advance of any that even the individual kinder- 
gartner would be able to formulate. In such a course, the means to the child's devel- 
opment — the games, gifts, and occupations — would be seen in their natural relation 
to the educational ends sought, and the different phases of the kindergarten instruc- 
tion would fall into their true places in relation to the others. Such a course should 
be followed by a study of Froebel's own works, for the purpose of leading students 
to his general world view — that which determines his ultimate ends and gives his 
doctrines their high educational and spiritual significance. Students so taught would 
recognize the value of authority, but would not be obliged to lean upon it as their only 
support, as those taught by the method of authority are obliged to do. They would 
get a clearer view of Froebel's message, since they would see it written in the nature 
of the developing child and not merely in the books that bear his name. They would, 
therefore, illustrate the truth and value of Froebel's doctrine of creativeness in them- 
selves, and would have the poise and power to adapt themselves to new conditions 
that they now too frequently lack. In consequence, there would be little or no occa- 
sion for the criticisms now too often made. 

If the kindergartner- to-be has been trained in the way suggested, the instruction 
that she needs to gain an insight into the work and methods of the grades will not be 
difficult. This should be standardized as to amount and quality, however, and given 
by some one in grade work or its supervision, so that students may become familiar 
with the attitude of grade teachers and the school in general. The instruction should 
include a course in general pedagogy, from which students will gain a knowledge of 
the aims of the school, its curriculum, the instructional processes — teaching, testing, 
and training, and the principles that underlie these. It should include also a course 
in methods of teaching the different subjects, and would necessarily occupy a semester 
of time. Some work in the history of education is also needed to give students a con- 
ception of the educational movement of which the kindergarten and present-day 
school work are the outcome. 

There is still another respect in which the work of the kindergarten training school 
needs standardizing, and that is the method of estimating the amount of work done. 
A college course estimates this in terms of units, a unit being an amount of work that 
covers a given amount of time and a specified number of recitations per week. A 
student's rank in any subject or in the course as a whole can always be easily deter- 
mined by adding these units. Is there any way by which the amount and character 
of the work done in the kindergarten training school can be thus estimated? Those 
who have tried to adjust the work of a student from one institution to that of another 
know that there are no common standards. A year's work in a subject means one exer- 
cise a week in one school and two, three, four, or five in another. Personal questioning 
as to the number of weeks covered by a subject and the number of recitations per 
week is the only means of determining its value. In these respects, as in many 



118 KINDERGARTENS IN THE UNITED STATES. 

ethers, the kindergarten training school has still much to learn from the college or the 
normal school. As yet its work has little standing among educators. The adoption 
ef the college system of credits would be another step toward the standardization 
it needs to make it respected. If current discussion results in bringing some degree 
of order and uniformity out of the chaos of kindergarten training courses, it will have 
performed an important service for the kindergarten cause. 

The suggestions given in this paper have grown out of present-day emergencies 
in the kindergarten situation, and are therefore practical rather than theoretical in 
their basis. They represent the " liberal" viewpoint in the main, although all those 
who class themselves as such might not agree to the details of organization and admin- 
istration suggested. If the criticisms upon existing conditions seem severe, it should 
be remembered that they are but reflections of the criticisms made by those outside 
the kindergarten ranks. They grow out of a sincere desire to aid in bringing about 
the conditions that will enable the kindergarten to perform its high mission to Ameri- 
can education. 



THE KINDERGARTEN AND GENERAL EDUCATIONAL PRINCIPLES. 

Bertha Barwis, Trenton, N. J. 

Would not kindergartens be more efficient if, in the methods of procedure, teachers 
had more definitely in mind certain desired results which would agree with general 
educational principles, and if the teachers kept in mind the grade work which fol- 
lows kindergarten? 

Kindergartners have had four distinct methods in mind in using kindergarten ma- 
terial: Dictation, imitation, suggestion, free play. In using these materials (except- 
ing free play) the desired results have been a finished product. Would not our work 
be more efficient if we used materials according to two methods, experimentation 
and problems? These are methods which have been used since the beginning of the 
race. Having in mind these desired aims, there results a development of initiative, 
judgment, power to do, stimulation of thought. If these desired results are kept in 
mind in using materials, the point of departure will come from the child. After the 
child has made his attempt, then let him see where he has failed by reference to the 
object he has tried to represent. We can be satisfied with a crude product so long as 
it satisfies the child. As for technique, this will come in time. When the desire 
for a better product comes, it will call for greater skill and will furnish the very best 
possible motive for necessary drill. 

Are we as careful as we should be in keeping in mind the social aim of education, 
using the principle of cooperation which makes for independence, a factor so neces- 
sary in life outside of school? 

Could we not make more use of our group material, thus preparing for grade work, 
having one group of children working entirely alone? 



WHAT THE KINDERGARTEN CAN LEARN FROM MONTESSORI. 
William H. Kilpatrick, Teachers College, Columbia Univeisity. 

In this discussion the Montessori system is taken to mean whatever is found in the 
translated book or in the approA r ed practice in Rome. 

Madam Montessori allies herself most commendabiy with the scientific aim and 
attitude as the only rule of educational faith and practice. Her practice is not so 
praiseworthy. In the opinion of some competent to judge, her biology is generally 
bad, while her psychology is not abreast of the best. Montessori has then the spiiit 
but not the content of modern science. 



INTERNATIONAL KINDERGARTEN UNION— PAPERS READ. 119 

For many years the proper curriculum for the young child has been much discussed. 
Froebel expected some geometry and arithmetic, but little or no reading or writing. 
The kindergarten has, as a rule, taught no reading and writing, and but little of num- 
ber or geometry. Montessori, however, expects her work to culminate in the three 
R's, and her apparent success has been widely discussed. In arithmetic, it may be 
dogmatically stated, there is no contribution for America. Her reading method de- 
pends on the phonetic Italian language, and when separated therefrom has no new 
suggestion for us. The writing is beautiful, and may contain suggestions of value to 
us, though the matter is not certain. 

It is quite another question whether the kindergarten should wish to take up the 
three R's. There is at present no scientific basis for a final answer, but the wisdom 
of such a move is at least questionable. There is danger of deadening this tender 
age. A school without books is Froebel's everlasting glory. 

The doctrine of liberty is the most interesting of the Montessori doctrines. Froebel 
professed it, but in practice we have too often had dictation instead. The kinder- 
gartner has a detailed program; and the children have been directed therein by sugges- 
tion, seldom by force. The freedom has been narrow, limited to the exigencies of the 
teacher-made program. Montessori, on the other hand, has no such detailed pro- 
gram. During the long period set aside for the use of the apparatus, the child chooses, 
practically ad libitum, how he will spend the time. The director keeps herself dis- 
tinctly in the background. Yet there is no anarchy; on the contrary, a vigorous 
activity along the proper lines. 

Three elements here enter, the choice of the child, social cooperation, and con- 
formity to group requirements. Froebel and Montessori evidently stress these dif- 
ferently. Montessori emphasizes freedom — the child did not even march unless 
he cared to do so. 

In the kindergarten there is a great deal more of group activity, and consequently 
more of a certain kind of social cooperation; but the moving will is usually the teacher's, 
so that the cooperation often lacks its best element. Practically the same thing is to 
be said of the conformity. It appears, then, that the best policy would be to use the 
Froebelian emphasis upon group activity, but secure it through a much freer and more 
spontaneous cooperation of the children as they busy themselves in activities that 
spring more truly from themselves. 

Closely allied with the foregoing is the question of the adequacy of self-expression 
provided by the Montessori system. In fact freedom is meaningless apart from the 
opportunity for self-expression. While Montessori allows freer individual choice than 
Froebel, the range of choice is much more limited. Play as such is little encouraged. 
In particular there must be no playing with the didactic material. Games are not 
much in evidence, and those found are inferior to those of the American kindergarten. 
Stories have no place — a lamentable defect. There is little utilization of the imagi- 
nation. Drawing and modeling pla}^ but small part. The freedom of the Montessori 
school, to prove most useful, must be united with the variety of the kindergarten. 

As a guide to the freedom allowed, Madam Montessori seeks to utilize the principle 
of auto education, a scheme whereby the school exercises set their own problems and 
correct all errors. The aid is admirable, but as here presented*the practice is limited 
in both scope and value. So mechanical an auto education can have value only on 
some theory of formal discipline. 

Perhaps even more than the liberty of the Montessori system has its scheme of 
sense training found praise. An adequate discussion of this topic is not easy. There 
are at least three positions as to sense training. The first says that the sense organ 
as such can be improved so that one sees with a better eye, for example, much as one 
might look through an improved telescope. To this theory two other groups say no. 
These agree that the eye sees more things because fuller meanings have been attached 
to distinctions all the while optically visible. 



120 KINDERGARTENS IN THE UNITED STATES. 

"Which theory is correct? Has Cooper's Indian a better eye than the scholar? Or 
is it (hat the former has learned to note significance in the things of the forest that lie 
out of the latter's experience? To test whether it be eye or attached meaning, bring 
the Indian into the scholar's library. Show him these two pages, one of French, 
one of Latin. What say3 the Indian? "They are both alike." A glance tells the 
bookman that he sees different languages. They see and note different significances. 

So far theories two and three agree, and they are right a3 opposed to the first. But 
now they differ. Number two says that the eye trained to discriminate in one line 
will discriminate wherever seeing is needed. The child trained to observe birds 
will for that reason observe the better trees and styles of houses. In other words, 
number two believes that the child has general powers or faculties of discrimination, 
of observation, of memory, etc., and that any training in any of these fields trains the 
faculty so that it may be used anywhere else. To this position number three says no. 
There are no such general powers of faculties; training is specific, not general. And 
modern psychology decides in favor of number three. 

Consider now the application of these three theories. If one believed in either of 
the first two, he would be more concerned in the exercise of the organ or faculty than 
in the value of the content thereby gained. He would consider that some sort of 
gymnastic exercise was the proper form of training the senses. Never mind about 
what was learned. The third theory, however, would ask, Is this child making dis- 
tinctions that are going to prove useful? Is this child getting desirable sense qualities? 

Where now stands Madam Montessori? * 'It is exactly in the repetition of the exer- 
cises that the education of the senses consists; their aim is not that the child shall know 
colors, forms, and the different qualities of objects, but that he refine his senses." — 
Montessori Method, page 560. 

The slightest examination of the didactic apparatus, and the most casual reading 
of the exposition of its use, shows that Madam Montessori meant to base the usefulness 
of the apparatus predominantly upon an erroneous theory of sense training, whether 
of the first or second is not always clear. We accordingly reject the didactic material, 
and consider its professed sense training largely delusive. 

In resume and conclusion: The real individual freedom in the Montessori schools 
we recognize as their best achievement. If we can so utilize the extraordinary public- 
ity given to the working of these schools to loosen the joints of our school practice from 
the kindergarten upward, we shall willingly acknowledge the service. 



THE RELATION OF DIRECTOR AND ASSISTANT IN THE KINDER- 
GARTEN. 

Joanna A. Hannan, Milwaukee, W r is. 

Assuming that the director and assistant have received the same training, the 
difference between them is generally one of experience rather than of preparation. 
The director, because of this broader experience, is usually better qualified to take 
the lead in all those matters which call for mature judgment, such as problems of 
administration and of direction of the work. But her attitude toward the assistant 
should be one of helpfulness rather than of authority, one which will bring into play 
the best efforts of the assistant. No authority should be exercised which may in any 
way interfere with her initiative. This consideration of the development of the as- 
sistant's initiative should be uppermost in the mind of the director when she is plan- 
ning her program; hence, there should be mutual understanding between director and 
assistant as to the aim and scope of the work. 

This understanding can be effectively brought about if the director and the assistant 
plan the work together. Each should offer suggestions, each should defer to the other, 
and together they should consider the value of these suggestions and their Usefulness 
in accomplishing the ends for which the work is being planned. Together, too, they 



INTERNATIONAL KINDERGARTEN UNION PAPERS READ. 121 

should decide the share of the' work which should fall to each, so that each may do her 
part cheerfully and effectively. 

Indeed, the effective administration of the kindergarten depends largely upon the 
skillful distribution and equitable division of the work. There should be no shifting 
of responsibility. Both director and assistant are responsible for the character of the 
work, and each should be assigned those duties which her talents best fit her to per- 
form. In general, the director must take the lead, but this does not mean that the 
assistant should never be given the management of the kindergarten. Unless she 
learns early and through frequent experience to assume complete control, she can never 
be anything more than a tool in the hands of the director. 

It should be the aim of the director, in distributing the work, not only to develop 
a competent assistant, but also to train her for the work of director. Nearly all assist- 
ants eventually become directors, and if their training has not been such as to fit them 
for this added responsibility, the director has failed signally in her duty toward the 
assistant. Once a week, at least, and more frequently, if possible, the assistant should 
take complete charge of both the administrative and executive work of the kinder- 
garten. From time to time the assistant should take the lead in planning the work, 
and the director should assist rather than guide, despite her riper experience. The 
director will thus keep in touch with the work of the assistant, and the assistant will 
receive invaluable training for future responsibilities. Each will learn to sympathize 
with the problems and difficulties of the other, and each will be ready to loyally support 
the other when problems arise which demand the hearty cooperation of both. 

Loyalty, indeed, is the primary virtue of an assistant, loyalty in her aims, loyalty 
in her effort, and loyalty in her execution of the work. There need be no subservience, 
indeed there should be none, since it is only by adhering strictly to her own convic- 
tions that fche assistant can bring to her task the individual color without which no work 
can be effective. But this need not prevent her from responding loyally to the sug- 
gestions of the director, nor from acquiescing cheerfully when there is a conflict of 
opinion. This acquiescence, however, should never be of such a nature as to lessen 
her individuality. Rather, let it be clearly understood that the surrender of opinion 
has been made in the interests of harmony, not as the result of conviction. 



THE RESPONSIBILITY OF THE ASSISTANT. 
Mi3s Marie Pearce, Washington, D. C. 

I. How much responsibility should be given the assistant? 

1. She should make her own program, consulting the director. Results should be 
talked over with the director, to give h^r a grasp on the whole situation. 

2. She should look over the attendance of her own class and call on absentees, in 
order to obtain better knowledge of children through contact with homes. 

3. The order of the room should be given to the assistant to balance the clerical 
duties of the director: Dusting, flowers, blackboard pictures. The director should 
be responsible for pictures, arrangement, etc., with the help of the assistant. 

4. She should share in mothers' meetings: Plans, preparation; and should attend 
mothers' meetings. 

5. She should take charge of circle, games, and stories at times. 

6. She should have a duplicate roll book for practice. 

II. Should the assistant be responsible for the success of her work to the director 
or to the school principal? She is responsible in a measure to both. 

1. Relation to supervisor, (a) Supervisor has whole department and must be re- 
sponsible for assistant. (6) Has ranking and marking for promotion, (c) Conferences 
for their special work, (d) Supervisor may give help through the director, criticism. 

2. Relation to principal, (a) Class affects whole school. (6) Principal may help 
through giving advice, closer contact in talking over plans, programs. 



122 KINDERGARTENS IN THE UNITED STATES. 

THE GIFTS. 
Caroline D. Aborn, Boston, Mass. 

1. Why use the Froebelian gifts? 

2. How use them? 

I. Why? The child oi' 4 or 5 years has the impulse not only to be active, but to be 
active for the increasing development of his own life. The gifts provide him with 
material upon which to be active in ways that must, if properly used, tend to such 
development. A child will, of course, make use of any object to satisfy the impelling 
force of his own nature to experiment, to discover, to change, to make. The kinder- 
garten gifts, because of their simplicity, are the best known media for these purposes. 

The child has many experiences in this great chaotic world of sense impressions, 
which need to be organized and interpreted. The gifts offer first of all, material with 
which the child can do something. They also offer opportunity for the selection of 
such deeds as will help to a correct interpretation of experiences. Among other 
things which the gifts organize and interpret, are experiences of color, of form, of size, 
of number. 

The gifts, especially the building gifts, are a kind of clearing house, offering as they 
do a means of clearing the child's perceptions and ideas, and giving occasion for their 
extension. 

We who use the gifts do so, not because we are immersed in the sea of tradition, 
nor because we superstitiously regard them as having in themselves a magical value, 
but because experience has shown them to be the best instrumentalities yet discovered 
for developing the powers of hand, head, and heart in the little child. 

II. How use the gifts? Froebel's plan of organizing the child's experience is to 
make use of typical acts, typical facts, typical characters, and typical processes. All 
the activities of the kindergarten — the song, story, talks, excursions, gardening, and 
care of animals — furnish the various means of carrying out this plan; the gifts, too, are 
significant of this aim. They furnish types or concrete embodiments of universal 
standards for the child to play with, not to learn about in an abstract way, but to 
handle and play with. The child who opened his sixth gift box for the first time the 
other day and fairly shouted in his eagerness: "Oh, look! Eve.ry old kind of brick 
here," gives one illustration among many of the way in which the child's mind is 
stimulated to see form. A letter received by a kindergartner contained these enig- 
matical words: "If yer want the stove covers yer must come and git them yerself . " 
This being translated meant that Johnnie's eyes had been opened to see round objects 
through the type form used in the kindergarten and, having been asked by his teacher 
to bring something "round," he had asked for the stove covers, they, perhaps, being 
the only "round" thing in his immediate environment. 

Not only do the gifts furnish types or standards which serve as valid bases for clas- 
sification through analogy, but since every object is the product of an energy, we 
should, through the use of the gifts, awaken an interest in the child 's mind in various 
energetic processes by getting him to go through the steps of some such processes. 

Every gift exercise should begin with self-expression — the doing, the making of 
something which the sight of the material makes the child want to do, and which is 
suggested to him as he investigates and experiments with the material. I met a 
young man not long ago, who, as a boy, was in my kindergarten. He said: "Do you 
still use blocks in the kindergarten?" "Oh, yes," I answered. "I remember them 
well," he said, "and that they always spelled trains and engines to me. The other 
children, I recall, played all sorts of things with them, but I never saw anything but 
trains." (I remembered this fact, too.) Then he continued: "I am in a bank now, 
but I still dream of a life in connection with trains somehow, and I hope I shall realize 
it sometime . ' ' Francis is another child who, having once made a sleigh with his third 
gift cubes, upon which he piled his fourth gift bricks for Santa Clans 's presents, is 



INTERNATIONAL KINDERGARTEN UNION PAPERS READ. 123 

content to repeat this over and over with every other material. The question is, Shall 
he be left free to stay on that plane, or shall we suggest ideas and the possible expres- 
sion of these ideas? We can not afford to lose sight of the double purpose of the 
gifts, i. e.: 

1. To furnish opportunity for self-expression. 

2. To furnish opportunity to extend the child's world. 



THE GIFTS. 
Luej.la A. Palmer. 

The "gifts,'' as Froebel formulated the series, may be considered in three ways: 

1. As materials forming a complete logical unity within themselves. 

2. As materials which the teacher uses to guide the children. 

3. As materials which the child uses to organize his powers. 

1. That there is such a logical relation between the gifts is interesting, but that it 
is necessary to have materials for a 5-year-old child which will show this relation is 
another question. The completeness of the circle which they form is entirely beyond 
the vaguest comprehension of a little child. The materials which should be chosen 
for his education are those which will present the amount and degree of logical order 
which he is capable of comprehending. 

2. The kindergartner can use her material in two ways, by emphasizing (a) material 
or (6) the child. 

(a) If she endeavors to bring to the children an idea of the connectedness of the 
material, she must plan a series of steps in which the children are to walk. These 
can be taken either by following direct dictation or by such careful limitation of the 
child's possible advances that only the right step can be taken. 

(6) If the kindergartner views the gifts as means by which to develop the child's 
powers, the consciousness of their logical order will be present in her mind only as a* 
goal which she hopes the children may reach some day. She will view each separate 
material in the light of its worth for organizing the child's present experiences and 
activities. This may lead her to discard some gifts and emphasize others. Such as 
she retains will be used for a purpose exactly in line with the child 's purpose, except 
that she will realize which paths will lead most surely toward the later logical inter- 
pretation of the universe, and the child will only unconsciously strive toward the 
same result. 

3 . The child 's experiences and activities can only be organized through a sequence 
which is sociological and psychological. This seems a vague statement. It means 
that what is provided in a child 's environment and what he is encouraged to do will 
arrange his ideas in the best way when such things appeal to his gradually expanding 
nature and lead him toward acceptance of social standards. If the gifts are materials 
which help a child to organize his powers, they must give him such experiences and 
call forth such activities that his mind will be developed and in the direction that 
humanity has found of most worth. 

The earliest gift lessons somehow left the child out of the planning except as a kind 
of mechanism; by supplying the power which moved the gifts in a certain way he was 
supposed to connect them with a cog which moved his mental machinery in the same 
direction. The results were to be forms of life, knowledge, and beauty as judged by 
the adult— that is, the results were in the material — and it was hoped that corresponding 
results were within the children's ideas. The methods were to be dictation first and 
foremost, then imitation, etc., methods were something contributed entirely by the 
teacher. In most kindergartens of to-day the forms made with the gifts may appear 
much the same as those of 50 years ago, but each one is considered in the light of the 
development which it has given to a certain aspect of the child's nature. A "form 



124 KINDERGARTENS IN THE UNITED STATES. 

of beauty' ' is not such for educational purposes unless it is evolved from a child 'sown 
feeling and is the most beautiful which he can make. 

Left to himseli, a child might evolve relations between materials which would b$ 
trivial. It is the teacher's duty to help him arrange his experiences in ways which 
will be most useful. This order is best developed by providing some stimulus which 
will inspire a child to outline some end and then find suggestions which are most 
appropriate to achieve this end. The mind thus forms a habit of calling up sugges- 
tions, relevant because of some classification which is vital and then choosing those 
which are most significant for the occasion; this is reflective thinking or reasoning. 

There are three general purposes in the use of material: (1) To discover its possibili- 
ties; (2) to apply this knowledge, get a rich variety of experiences in connection with 
it; and (3) to choose some end which will bring order and consecutiveness into these 
suggestions. 

With these general purposes in mind, the specific purposes of different gift lessons 
might be as follows: 

(1) To investigate, to discover properties of the material, its characteristics and 
possible uses. 

(2) To formulate some purpose, possibly suggested by the sight of the material, and 
to control material to carry it out. 

(3) To observe and follow another's use of material. 

(4) To formulate a purpose in line with some past experience which has been vivid, 
and to control material to express it. 

(5) To follow another's use of material because it is well adapted to express some 
idea about past experience. 

(6) To discriminate between the values of the material in order to choose the kind 
best suited to express an idea. 

(7) To exercise memory by repeating some form which has been made at a previous 
time. 

. (8) To express the beauty or scientific facts which he has discovered can be shown 
through the material, 

(9) To show control of the technical naming of the material by following a dictation. 

(10) To cooperate with others in the use of material, by adding to some large form, 
or by building a smaller form which is needed to express an idea which has been 
decided upon by the group. 

I can merely state dogmatically that I believe that the Froebelian building blocks 
are the best materials that will be found to help in a child's growth; that sticks, seeds. 
and colored balls are materials which a child enjoys and which can be used education- 
ally. There are many doubts as to the value of the rest of the gifts. 



PRINCIPLES IN THE SELECTION OF STORIES FOR THE KINDER- 
GARTEN. 

A:n"nie E. Mooke. 

We have available very few records regarding the particular stories which seem 
suited to children of different ages. Tradition and child study both assert with em- 
phasis that children of a certain age love fairy stories, but we are helped only sli 
by this well-established fact. The questions of quantity and quality have still to be 
decided. Just which fairy stories and which versions of them shall we use? Choice 
has largely depended either on tradition or on the individual likes and dislikes cf the 
mother or teacher. There is a certain common stock of stories which American chil- 
dren are in possession of, and an examination of the titles of this list would show tha t 
they are among the best of the popular folk tales. These are the old stories which 
satisfied the imagination and fed the spirit of the human race in its infancy and which 
are suited to the young of all races and all times. 



INTERNATIONAL KINDERGARTEN UNION PAPERS READ. 125 

A long process oi natural selection has been going on by which the coarse and brutal 
have largely been eliminated and those embodying universal truth and appealing 
to modern standards have survived. In the repeated telling and retelling these old 
tales have also been polished in form so that from the standpoint of perfection of finish 
they are well-nigh impossible to imitate. 

' 'Cinderella," ' 'Sleeping-Beauty," ' 'One-eye," ' 'Two-eyes," ' "Three-eyes," "Snow- 
white and Rose-red" fulfill perfectly all the requirements of the good short story. 

One principle, such as the ethical value, must not be allowed to assert itself over 
all the others, such as pure enjoyment, cultivation of taste, refinement of diction, 
training of imagination, and developing power in thinking. 

The exclusive use of stories having a clear moral lesson is sure to result in a very 
narrow selection and the elimination of much that is of positive value, or the very 
questionable practice of making over and doctoring in accordance with a certain 
prescription until all the original beauty and virility of the story are lost. There is 
evidence that many kindergartners are dominated almost exclusively by the purpose 
of making the story the vehicle of a moral lesson. For what other reason would one 
think of selecting out of the great body of folk tales such stories as ' 'Faithful John," 
or "East O' the Sun and West O' the Moon"? They are long and complex, contain 
many objectionable features, and are anything but childlike in their main current 
of thought. It would be easy to mention 20 folk tales far superior in every way for 
children except for the lesson which these are thought to convey. 

It is possible to be too exacting regarding literary beauty and finish. An over- 
refinement here may cause one to reject altogether certain types of stories which, 
while not measuring up to the standard of the classic, still appeal to children and serve 
to suggest desirable lines of thought and action. Many realistic stories and bits of 
history and biography come in this class, since we can rarely find such material in very 
finished or perfect form. Here the art ideal must be partially set aside in favor of 
something which is for the time of paramount importance. 

The seasonal influence often tends to narrow and circumscribe the choice of stories 
in the kindergarten and to set a false valuation upon many that we use. Take a com- 
plete collection of Hans Andersen's fairy stories and search for those best suited to 
little children. Would any one think of selecting ' ' The Little Match Girl ' ' for kinder- 
garten or first grade were it not for the fact that it is a Christmas story? Is not the ver- 
sion of " Thumbelina ' ' commonly used in kindergarten, which consists of mere shreds 
and patches of the original, employed primarily to deepen a certain phase of thought 
or feeling which happens to be prominent without much regard for the peculiar values 
belonging to Andersen's stories? I am inclined to think that ' 'Persephone ' ' from among 
the myths is chosen chiefly for its seasonal significance, since its theme is not particu- 
larly well fitted to little children. The use of poor homemade stories is accounted 
for in the same way. 

Information is not a legitimate element in story any more than in poetry. Nature 
fairy stories are as much a ' 'fraud on the fairies " as the abuse to which Dickens re- 
ferred, that of turning the old tales into temperance tracts. Nature's phenomena and 
processes are quite as marvelous as any fairy tale and will, if properly presented, 
prove quite as interesting to children, but these wonders can not be revealed by 
talking about them or by weaving fanciful tales about natural events. 

There is a truth, deeper than scientific fact and more significant in the lives of chil- 
dren, contained in such a story of animal life as that of the squirrel mother and the elf, 
which forms a chapter in Selma Lagerlof's The Wonderful Adventures of Nils. And 
does not Kipling in his whimsical and altogether delightful way answer to the entire 
satisfaction of young minds some of the whys and wherefores that beset them? 

In the class of short realistic stories for little children few writers of real power have 
made any contribution. At first this fact seems unaccountable when one considers 
that writers of ability have not deemed it beneath them to collect, edit, and revise 



126 KINDERGARTENS IN THE UNITED STATES. 

folk material for little children, and that not a few writers of genius have produced 
delightful fairy stories, fairy plays, and fanciful tales. In the matter of fairy plays, 
witness the noteworthy list of comparatively recent productions: "Peter Pan," 
"The Blue Bird," "The Good Little Devil," "Snow-White," ( 'Racketty-Packetty 
House." Probably adult mind and child mind are much more nearly on a plane in 
the realm oi fancy, while in the realm of the real everyday child life with its small 
problems and events it is almost impossible for a grown-up to get down close enough 
to see from the child's standpoint. Certain it is that there is a sad lack of stories of 
the realistic type having any claim to literary merit. 

It seems very important that teachers should have a wide range of stories from which 
to select. In the use of stories much depends on the teacher's own taste and tempera- 
ment, and better results are obtained where the individual has a large degree of. freedom 
in the matter of choice. 



SYMBOLIC PLAY. 
Harriet Niel. 

As a student kindergartner I had the rare privilege of being assigned by Miss Blow 
to a public kindergarten presided over by a perfect living symbol of a woman who 
had preserved into her then mature womanhood this childlike quality of expert 
symbol maker, of finding life at the center of its symbolic aspects. She had kept 
childhood's spontanaeity, which was not excitement, multiplied adjectives or super- 
latives, but literally she had kept the spirit of a tranquil while joyous oneness of feeling 
and sureness of kinship with childhood. 

Her kindergarten was fresh every morning as the new day and not fagged at noon 
when repetitions were in order. She so questioned or suggested that children re- 
sponded in the words of new song or game without any realized ordeal of repetition, 
and with the zest of a new experience. Her method was akin to that by which the 
normal nursery child knows, not without effort so much as by means of the most 
spontaneous and rewarding of efforting, his Mother Goose. 

She did it all by a touch so light but irresistible that we grown assistants forgot we 
were grown, and entered with the children that enchanting realm where all normal 
souls from 3 to 6 are at home. Into butterfly life and bee and bird and garden we 
went, wholly akin to all the lives we were borrowing. Critics and investigators from 
near and far came and went without spoiling or changing that lively, absorbed, but 
unself-conscious spirit. There was no overwroughtness, nor was it in the least a soft 
or sentimental kindergarten, but a realm in which personal surrender and recapture 
went on as unconsciously as when a group of children play alone. 

There was a community spirit I have seldom seen matched. I do not remember 
any assigned leaderships nor any too often appropriation of leadership by special 
children. Each new game took shape more or less in Mrs. Hubbard's mind just there 
in the presence of the children, and they caught from her, and she from them, the 
spirit and the form which shaped itself before our very eyes into the lasting ceremonial 
of many of our present games. I can see her evolving the spirit and the exquisite 
flight of birds with different sets of children through successive years, and the life 
of it was as fresh in her the last time as the first. It was the height of the kinder- 
gartner's art as to the symbolic spirit of play. I believe the secret was largely because 
she herself was a living symbol. 

I believe this symbolic spirit to be in all normal childhood, refashioning facts by 
fancy, seeing much in little, being a whole bird because you spread simulating wings, 
feeling the whole life of every other thing which it touches only at a telling point, but 
touches with this creative wholeness of feeling. As the scientist from a fragmen- 
tary fin reconstructs the whole fish that was, or from a leaf the tree on which it grew, 
go does childhood, choosing its portion, forefeel life's wholeness, not content with the 
■unrelated fact. 



INTERNATIONAL KINDERGARTEN UNION PAPERS READ. 127 

Early childhood takes the fact for what it is best worth, and sets about finding not 
alone its qualities and attributes, but its affiliations, its tetherings, its implications, 
its adaptability to other purposes than those it serves to common sense. The child's 
ready fancy changes chair to chariot, stick to horse, prince to frog and back again, and 
himself to everything in turn. No hesitations mark these early forms of his democracy, 
and so he is never lost but to find himself again. 

Miss Martin spoke as follows on plays and games. 

The subject of plays and games in the kindergarten include the following forms of 
physical activity: 

First. Those plays in which activity for its own sake is the chief interest. These 
include walking, running, jumping, hopping, skipping, clapping, etc. 

Second. Representative or imitative plays in which the child reproduces some 
form of life going on about him. In other words, these are plays in which the move- 
ment is suggested. by an idea to be expressed. This class includes the gallop of the 
horse and the hammering of the carpenter. 

Third. The singing game and folk dance of the traditional game of the kindergarten— 
Oats, peas, beans. 

Fourth. Simple games of skill. This class includes all sense games, ball games, 
and all games involving competition. 

Fifth. The dramatic game of the kindergarten. 

I would like to make it perfectly clear in the beginning of this paper that this divi- 
sion of the subject does not imply that this is the order in which the different kinds 
of play shall be introduced, but these five groups include all of the forms of physical 
activity commonly used in our kindergarten plays. 

There should be, however, a certain progressive development from these sponta- 
neous movements of the little child to the form of the folk dance. 

After the exercise of each of the various activities by itself, I would lead to the 
combination of these movements in a little dance form, for instance, walking and 
skipping, or skipping and hopping. This requires more physical and mental effort 
on the part of the child and leads him to see the possibilities of further combinations. 

To illustrate: In a kindergarten I know the children had been working along this 
line of development and had reached this form in which we walked forward eight 
steps, then skipped eight steps, etc. The first variation added was that of walking 
eight steps, then standing still and counting eight, repeating this figure throughout 
the play. The next one was that of standing still and clapping, then walking forward. 
To quote the particular child: ' 'We should walk in the walking eight steps, stand still 
in the skipping eight steps and clap, and then do it all over again." This in turn led 
to walking and skipping, clapping as we skipped. This latter figure was more elab- 
orate and required a good deal of control — both physical and mental — in order to be 
able to change at the right time and to make the changes that had been suggested. 
This year in this kindergarten the triangle gave the signal for the children to change — 
they asked later that they might count aloud without the triangle; later still the 
request came that the counting stop and that no teachers help. This showed a decided 
growth in power and the children's consciousness of it. These simple forms of ac- 
tivity underlie many game forms. 

These simple plays are of interest to the children for three reasons: 

First. They make use of a pleasurable activity common to the group. 

Second. They involve the element of contrast. 

Third. They allow for much repetition of the original and contrasting movements. 

Since we find these simple activities the basis of most games and folk dances, it 
seems wise to use them in the kindergarten before the children have gained sufficient 
control to follow a variety of figures or sing and play the more formal games. 
15855°— 14 9 



128 KINDERGARTENS IN THE UNITED STATES. 

In the second group of games we find the same simple forms of activity, but 
the movement is dominated by the idea. We walk on tiptoe because we are brownies, 
we take long steps because we are playing that we are giants, we take short running 
steps because we are fairies. The music often leads to a better movement, for instance , 
the piano suggests a soldier play, the beating of a drum or blowing of a horn. It sug- 
gests the sound in the distance, which becomes louder as the soldiers draw near, then 
dies away as the soldiers walk away. 

Some of these movements may be illustrative of a song, as the rocking of a cradle, 
the swaying of the pendulum, the rap-a- tap-tap of the shoemaker's hammer, or the 
strong, steady swing of the blacksmith's hammer. All provide good arm and body 
exercise and are made spontaneously by the children because of their interest in these 
subjects and of the distinctly rhythmic character of the movement itself. Here we 
find the same opportunity for the development of the children's experimentation and 
spontaneous expression into the permanent game form. 

In these plays the child should be asked to represent only those objects and activi- 
ties which he would naturally represent in this way and which are near enough to his 
own experience so that he may give them a true representation. The majority of 
them are too difficult for the following reasons: 

First. Little children under 6 year3 of age do not possess sufficient control to sing 
and play at the same time, their interest is in one activity at a time, and as motor ac- 
tivity is of greater interest at this period, the song suffers and the result is a solo by 
the teacher or possibly a quartette by typical kindergarten children. 

Second. The figures require such careful and precise movements that the joyous 
spontaneity of the dance is lost. It would seem to me, therefore, that the great field 
of opportunity for the kindergartner lies in original work — hy this I mean the devel- 
opment and organization of simple dance forms from the children's spontaneous 
response to music and to suggested ideas. Often the form of the traditional game 
may be retained with a change of content. 

In the games of skill we include all sense games, all games with balls, ball bouncing, 
and rolling at a target in the middle — all of the games testing the strength of the chil- 
dren such, as the racing games, throwing of bean bags and balls, jumping over ropes 
or hurdles, hiding games, etc. Here we have the opportunity to gi^e the children 
more vigorous physical exercise. Many of these games demand more space in which 
to play than the kindergarten room affords. This means we must play more out of 
doors and give the children the benefit of the fresh air as well as the splendid, free 
physical movement which comes in their out-of-door play. 

The dramatic play of the kindergarten is representative in character but has usually 
the dramatic quality of several situations in it, leading to a climax. In playing store 
we have the mothers represented as desiring food — they go to the store, buy, and 
return home to prepare the dinner. If we are playing about the blacksmith, we find 
him at work at his forge. The driver drives in to have his horse shod. The shoe is 
put on and the driver hurries away to his work. 

In closing, I would like to urge particularly the following points: 

First. That our plays and games be more simply organized. 

Second. That the children have a part in this organization by means of the^r own 
expression and suggestion. 

Third. That tie teacher see to it that the children play more vigorous games — out 
of doors — in an empty room or gymnasium where there would be space for liealthful, 
life-giving physical exercise. 

Some simple apparatus would doubtless aid in this and I believe the time is coming 
when the right forms for young children will be devised and used more commonly 
than at present. 



BUREAU OF EDUCATION 



BULLETIN, 1914, NO. 6 PLATE 6 




A. "LET US PLAY HOUSE." 

This shows a period of play with dolls, toys, etc., not directed by a teacher, but self-directed 

by the children. 




B. "GUESS WHAT I AM TOUCHING." 
How a New York recreation pier is utilized for a kindergarten. 



REFERENCES ON KINDERGARTEN EDUCATION. 

(Prepared in the Library Division, Bureau of Education.) 
THEORY AND PRACTICE. 

AM, Isaac A. An inquiry into the status of the kindergarten. New York [] 909] 23 p. 

8°. 
Reprinted from Archives of pediatrics, vol. xxvi, no. 4, April 1909. 
Atwood, Nora. The kindergarten and its critics. Kindergarten magazine, 17: 

133-41, November 1904. 
Bates, Lois. Kindergarten guide . . . with over 200 illustrations and 16 coloured 

plates. London, New York [etc.] Longmans, Green & co., 1897. 388 p. 8°. 
Beebe, Katherine. Kindergarten activities. Akron, Ohio, Saalfield publishing co., 

1904. 133 p. 12°. 
An account of a dozen kind of activities that have been found useful, aside from the regular gifts and 

occupations. 
A kindergarten program: a year's work. Chicago, T. Charles co. [ c 1904] 45 p. 

12°. 
Blow, Susan E. Educational issues in the kindergarten. New York, D. Appleton 

and company, 1908. 386 p. 12°. (International education series, ed. by W. T. 

Harris . . . vol. lviii) 
Letters to a mother on the philosophy of Frobel. New York, D. Appleton & 

co., 1899. xix, 311 p. illus. 12°. (International education series, vol. 45) 
Symbolic education; a commentary on Frobel's "Mother play." New Y^ork, 

D, Appleton & co., 1894. xviii, 251 p. 12°. (International education series, ed. 

by W. T. Harris . . . vol. xxvi) 
Brooks, Angeline. The theory of Froebel's kindergarten system. [Springfield, Mass. , 

1912] 24 p. 8°. 
Supplement to Kindergarten review, October 1912. 
Burk, F. L. and Mrs. C. F. A study of the kindergarten. San Francisco, Whitaker, 

1899. 123 p. 8°. 
Butler, Nicholas M. Some criticisms of the kindergarten. Educational review, 18: 

285-91, October 1899. 
Reprinted. 
Carroll, C. F. Place of the kindergarten in the common school system. Journal of 

pedagogy, 12: 126-36, May 1899. 
Columbia university. Teachers college. Studies from the kindergarten, with an 

introduction by Angeline Brooks . . . New York, London, T. Laurie, 1891. 46 p. 

8°. (Educational monographs, pub. by the New York college for the training of 

teachers, vol. 4, no. 1) 
Compayre, Gabriel. Froebel et les jardins d'enfants. Paris, P. Delaplane [1912] 

86 p. 16°. (Les grands educateurs) 
"Bibliographie": p. 81-82. 
Destree^Vander Molen, E. Notes d'inspection: methode Froebel. Bruxelles, 

J. Lehegue & cie [1911?] 195 p. 8°. 
Devereaux, Anna W. Outline of a year's work in the kindergarten . . . ed. 3. 

Boston, J. L. Hammett co. [ c 1902] 170 p. 8°. 

129 



130 KINDERGARTENS IN THE UNITED STATES. 

Eby, Frederick. Reconstruction of the kindergarten. Pedagogical seminarv 7- 
22^-86, July 3900. V ' 

Reprinted. 

'• The most sane and competent presentation of the subject in recent years in any language." 
Frobel, Friedrich. Friedrich Frobel's Pedagogics of the kindergarten, or, his ideas 
concerning the play and playthings of the child; tr. by Josephine Jams New 
lork,D. Appleton and co., 1895. xxxvii, 337 p. 12°. (International education 
series . . . vol. xxx) 

The mottoes and commentaries of Friedrich Frobel's Mother play . . . Mother 

communings and mottoes rendered into English verse, by Henrietta P. Eliot. Prose 
commentaries tr. and accompanied with an introduction treating of the philosophy 
of Frobel, by Susan E. Blow. New York, D. Appleton and co., 1895. xxii, 316 p. 

1 — 

Graves, Frank P. Froebel and the 'kindergarten. In his Great educators of three 
centuries. New York, Macmillan company, 1912. p. 194-236. 

Gregory, B. C. The kindergarten. In his Better schools. New York, The Macmil- 
lan company, 1912. p. 11-26. 

Hall, G. Stanley. The pedagogy of the kindergarten. In his Educational problems, 
vol. 1. New York and London, J). Appleton and company, 1911. p. 1-41. 

Hansen, George. What is a kindergarten 6 San Francisco, D. P. Elder 1901* 80 r> 
16°. ' " l ' 

Harrison, Elizabeth. The kindergarten building gifts . . . Chicago, Illinois, Sigma 
publishing company [ c 1903] 226 p. 8°. 

Heerwart, Eleonore L. Froebel' s theory & practice: containing Froebel's four chief 
principles of education and an explanation of the kindergarten gifts and occupa- 
tions . . . London [etc.] Charles & Bible [1897] 112 p. 8°. 

Hughes, James Laughlin. Froebel's educational laws for all teachers . . . New 
York, Appleton and co., 1897. 296 p. 8°. (International education serieV ed 
W. T. Harris, v. 41) 

International kindergarten union. Committee of nineteen on the theory and practice 
of the kindergarten. The kindergarten. Report . . . Boston, New York [etc ] 
Houghton Mifflin company [1913] 301 p. 12°. 

Kindergarten and the school. By four active workers. Springfield, Mass., M. Brad- 
ley co. [ c 1886] 146 p. 12°. 

Kindergarten education. Teachers college record, 5: 407-500, November, 1904. 

A symposium of 11 practical papers; includes plans and estimates for a kindergarten room and building. 

Kindergarten problems: The materials of the kindergarten, by John A. MacYannel. 
. . . The future of the kindergarten, by Patty Smith Hill. [New York, Columbia 
university press, 1909] 56 p. 8°. (Teachers college record . . . vol. x, no. 5) 

Mackenzie, Jeanie. The principles and practice of kindergarten. [2d ed.] London 
and Edinburgh, McDougalFs educational co. [1899] 391 p. 12°. 

Mac Vannel, J. A. The philosophy of Froebel. Teachers college record, 4: 335-76, 
November 1903. 

Marenholtz-Bulow, Bertha Maria, freifrau von. The child and child-nature. 1st 
American from the 2d London ed., with . . . index. Syracuse, N. Y., C. W. Bar- 
deen, 1889. 207 p. illus. 8°. 

Partridge, George E. Kindergarten. In his Genetic philosophy of education. New 
York, Sturgis & Walton, 1912. p. 303-09. 

Payne, B. Kindergarten programme. Elementary school teacher, 9: 257-68, 309-21, 
January-February 1909. 

Peabody, Elizabeth P. Lectures in the training schools for kindergartens. Boston, 
D.C. Heath and co., 1888. 226 p. 12°. 

The philosophy and psychology of the kindergarten. Teachers college record, 4: 
333-408, November 1903. 



BEFEEENCES ON KINDEBGARTEX EDUCATION. 131 

Sewall, Frank. The angel of the state; or, The kindergarten in the education of the 
citizen: a study of Pestalozzi, Froebel and Swedenborg. Boston, E. A. Whiston, 
1896. 122 p. 16°. 
Smith, Nora A. The home-made kindergarten. Boston and New York, Houghton, 
Mifflin company, 1912. 116 p. 12°. 

The kindergarten in a nutshell: a handbook for the home. Philadelphia, 

Curtis pub. co., 1899. 134 p. 16°. 
United States. Bureau of education. The kindergarten. Washington, Govern- 
ment printing office, 1872. 62 p. 8°. (Circular of information, July, 1872) 

11 Philosophy and methods of the kindergarten, for teachers in Italy, by Baroness Marenholtz-Bii- 
low ..." 
Wiggin, Kate Douglas (Smith) ed. The kindergarten. New York, Harper & brothers, 
1893. 216 p. 16°. (The Distaff series) 

For general information regarding kindergartens, and references to kindergarten 
literature, see the files of the Kindergarten review (Springfield, Mass.) and the 
Kindergarten primary magazine (Manistee, Mich.), also the annual volumes of pro- 
ceedings of the National education association, Department of kindergarten education, 
and the International kindergarten union. 

HISTORY AND DESCRIPTION. 

GENERAL. 

Hanschmann, Alexander B. The kindergarten system: its origin and development 
as seen in the life of Friedrich Froebel, tr. and adapted ... for the use of English 
kindergarten students, by Fanny Franks: with an appendix on "The education of 
man." London, S. Sonnenschein & co., lim. ; Syracuse, N. Y., C. W. Bardeen, 1897. 
xvi, 253 p. 12°. 

Salmon, David and Hindshaw, V/inifred. Infant schools: their history and theory. 
New York, Longmans, 1904. 324 p. 12°. 

Yandewalker, Nina C. The kindergarten. In Cyclopedia of education, ed. by Paul 
Monroe, vol. 3. New York, The Macmillan company, 1912. p. 598-606. 

Wheelock, Lucy. The changing and the permanent elements in the kindergarten. 
Kindergarten review, 20: 603-11, June 1910. 

UNITED STATES. 

Barnard, Grace Everett. The American ideal in the kindergarten. In National 
education association. Journal of proceedings and addresses, 1907. p. 456-62. 

Blake, Anne S. Free kindergartens in Brooklyn. Kindergarten review, 17: 471-79, 
April 1907. 

Blow, Susan Elizabeth. The history of the kindergarten in the United States. Out- 
look, 55: 932-38, April 13, 1897. 

Kindergarten in education. In Education in the United States, ed. by N. M. 

Butler. New York [etc.] American book company, 1910. p. 33-76. 

Boone, Richard G. The kindergarten. In his Education in the United States. New 
York, D. Appleton and company, 1890. p. 332-37. 

Doeflinger, C. H. Kindergarten movement in Milwaukee. Kindergarten magazine, 
18: 385-406, March, 1906. 

Dozier, C. P. History of the kindergarten movement in the United States. Educa- 
tional bi-monthly, 2: 352-61, April, 1908. 

[Eaton, Ethel Mason] Kindergartens in the public schools. New York city, The pub- 
lic education association [1909] 21 p. 24°. 

Fisher, Laura. The kindergarten. In U. S. Bureau of education. Report of the 
Commissioner, 1903. Washington, Government printing office, 1905. p. 689-719. 
A concise historical account of the kindergarten in the United States. 



132 KINDERGARTENS IN THE UNITED STATES. 

Foos, Charles S. Kindergartens. In Reading, Pa. Board of education. Biennial 
report, 1907-1909. Reading, Pa., Eagle book and job press, 1909. p. 503-13. 
Tables of Cities having public kindergartens, salaries, number, etc., p. 510-13. 
" More than SO per cent of the cities and towns of the United States have public kindergartens." p. 505. 

Hall, G. Stanley. Some defects of the kindergarten in America. Forum, 28: 579-91, 
January 1900. 

Harris, William T. Early history of the kindergarten in St. Louis. In TJ. S. Bureau 
of education. Report of the Commissioner, 1896-97. Washington, Government 
printing office, 1898. p. 899-922. 

Hufford, Lois C. The history of the kindergarten movement in Indianapolis. Edu- 
cator-journal, 8: 152-55, November 1907. 

James, E. J. Public kindergartens. In Chicago. Educational commission. Re- 
port, 1899. p. 192-204. 

The kindergarten in America. Outlook, 71: 107-08, May 10, 1902. 

Der kindergarten in Amerika. Entstehung, wesen, bedeutung und erziehungsmittel 
des Frobel'schen systems, und seine anwendung auf hiesige "verhaltnisse. Fur 
eltern, lehrer und kinderfreunde kurz dargestellt. New York, E. Steiger, 1872. 
32 p. 12°. 

The kindergarten in Rochester: its inception, progress and present status. Kinder- 
garten magazine, lb: 410-37, February 1904, 
Account of growth of kindergarten work of a sort tj-pical of that in American cities. 

Knortz, Karl. Der Frobel'sche kindergarten und seine bedeutung fur die erhaltu » 
des deutschtums im auslande. Glarus, B. Yogel, 1895. 47 p. 12°. 

Orcutt, Hortense May. The history of the kindergarten in the New York public 
schools. Kindergarten magazine, 19: 434-41, March 1907. 

Schallenberger, M. E. American ideal of the kindergarten. Elementary school 
teacher, 8: 122-29, November 1907. 

Vandewalker, Nina Catherine. The history of kindergarten influence in elementary 
education. [Milwaukee, Wis., State normal school, 1907] 21 p. 8°. 
Reprinted from the Sixth year book, pt. II, of the National society for the study of education. 

— — — The kindergarten in American education. New York, The Macmillan a 
pany, 1908. xiii, 274 p. 12°. 
Appendix: References on kindergarten work in representative cities, p. 257-268. 

Kindergarten legislation in the United States. American school 1 



journal, 37: 3, 20, October 1908. 

History of public school kindergarten laws, states that have passed them, and a discussi 
threatened elimination of the public school kindergarten in "Wisconsin, by passage of law rai- i 

age from 4 to 6 years. 
Williams, Mary Lee. The kindergarten in the L T nited States. Educational exci 
17: 10-11, December 1912. 

A short history of the kindergarten movement in the United States. 
Reprinted from the Age-Herald. 

SOUTHERN STATES. 

Bauer, Nicholas. The kindergarten movement in New Orleans. Kindergarten 

review, 18: 385-86, March, 1908. 
Cary, Alice Dugged. Kindergartens for negro children. Southern workman, 29; 

461-63, August 1900. 
Claxton, Philander Priestley. The need of kindergartens in the South. In National 

education association. Journal of proceedings and addresses, 1900. Published by 

the Association, 1900. p. 376-83. 

Also in Kindergarten magazine, 13: 81-88, October 1900. "Kindergartens in the Sou 
Coffin, Rachel. Kindergarten work in Washington, D. C. Kindergarten magazine, 

11: 553-60, May 1906. 
— ■ and Skillman, Mamie. The Phoebe A. Ilearst kindergarten work in ? 

ington, D. C. Kindergarten magazine, 11: 553-60, May 1899. 



REFEKENCES ON KINDERGARTEN EDUCATION. 133 

Hanckel, Marion S. New fields for the kindergarten in the South. Kindergarten- 
primary magazine. 23: 282-85, June 1911. 

— Report of the kindergarten work of the South. In Southern educational 

association. Journal of proceedings and addresses, 1989. p. 291-94. 

[Kindergarten work in Baltimore] Kindergarten magazine, 12: 456-57, April 1900. 

McClellan, Mrs. G. M. Lexington public school kindergartens. Kindergarten 
magazine, 12: 393-94, March 1900. 

McMain, Eleanor. The free kindergartens of New Orleans. Kindergarten review, 
18: 391-94, March 1908. 

Murray, Anna. A plea for kindergartens in the Southland. Kindergarten magazine, 
13: 117-21, November 1900. 

O' Grady, C. Geraldine. The kindergarten situation in the Southern mills. Kinder- 
garten review, 22: 130-31, October 1911. 

Southern educational association. Eighth annual convention. How the kinder- 
garten section was organized and added. December 1898. Kindergarten maga- 
zine, 11: 391-400, February 1899. 

Waldo, Eveline A. Kindergartens in the Southern states, and in some of the countries 
south of the United States. In National education association. Journal of pro- 
ceedings and addresses, 1904. p. 411-15. 

• Second annual meeting of kindergarten department, Southern educational 

association. Kindergarten magazine, 12: 334-41, February 1900. 

Watkins, Catharine R. Washington schools and kindergartens. Kindergarten 
review, 23: 425-30, March 1913. 

A week in the Hampton kindergarten. Southern workman, 36: 537-44, October 1907. 

Winchester, Myra. The growth of the kindergarten in the South. Educational 
exchange, 27: 10-11, January 1912. 
Also in Kindergarten-primary magazine, 24: 153-54, February 1912. 
Read before the kindergarten department of the Southern educational association, Houston, Texas. 

PERIODICALS INDEXED IN THIS BIBLIOGRAPHY. 

American school board journal, 129 Michigan street, Milwaukee, Wis. 

Educational bi-monthly, Board of education, Chicago, 111. 

Educational exchange, Birmingham, Ala. 

Educational review, Columbia university, New York, N. Y. 

Educator-journal, 403 Newton Claypool building, Indianapolis, Ind. 

Elementary school teacher, University of Chicago press, Chicago, 111. 

Forum, 249 W. 13th street, New York, N. Y. 

Journal of pedagogy, Syracuse, N. Y. 

Kindergarten -primary magazine, Manistee, Mich. 

Kindergarten review, Springfield, Mass. 

Outlook, 287 4th Avenue, New York, N. Y. 

Pedagogical seminary, Worcester, Mass. 

Southern workman, Hampton normal and agricultural institute, Hampton, Va. 

Teachers college record, Teachers college, Columbia university, New York, N. Y. 



BULLETIN OF THE BUREAU OF EDUCATION. 

[Note.— With the exceptions indicated, the documents named below will be sent free of charge upon 
application to the Commissioner of Education, Washington, D. C. Those marked with an asterisk (*) 
are no longer available for free distribution, but may be had of the Superintendent of Documents, Govern- 
ment Printing Office, Washington, D. C, upon payment of the price stated. Remittances should be made 
in coin, currency, or money order. Stamps are not accepted. Documents marked with a dagger (f) are 
out of print.] 

1906. 

tNo. 1. Education bill of 1906 for England and Wales as it passed the House of Commons. AnnaT. Smith. 
*No. 2. German views of American education, with particular reference to industrial development. 

William N. Hailmann. 10 cts. 
*No. 3. State school systems: Legislation and judicial decisions relating to public education, Oct. 1, 1904, 

to Oct. 1, 1906. Edward C. Elliott. 15 cts. 

1907. 

tNo. 1. The continuation school in the United States. Arthur J. Jones. 

*No. 2. Agricultural education, including nature study and school gardens. James R. Jewell. 15 cts. 

fNo. 3. The auxiliary schools of Germany. Six lectures by B. Maennel. 

tNo. 4. The eumination of pupils from school. Edward L. Thorndike. 

1908. 

fNo. 1. On the training of persons to teach agriculture in the public schools. Liberty II. Bailey. 

*No. 2. List of publications of the United States Bureau of Education, 1867-1907. 10 cts. 

*No. 3. Bibliography of education for 1907. James Ingersoll Wyer, jr., and Martha L. Phelps. 10 cts. 

fNo. 4. Music education ia the United States; schools and departments cyf music. Arthur L. Manchester. 

*No« 5. Education in Formosa. Julean H. Arnold. 10 cts. 

*No. 6. The apprenticeship system in its relation to industrial education. Carroll D. Wright :. 15 cts. 

*No. 7. State school systems: II. Legislation and judicial decisions relating to public education, Oct. 1 

1906, to Oct. 1, 1908. Edward C. Elliott. 30 cts. 
No. 8. Statistics of State universities and other institutions of higher education partially supported by the 

State. 1907-8. 

1909. 

No. 1. Facilities for study and research in the offices of the United States Governinenc in Washington. 

Arthur T. Hadley. 
No. 2. Admission of Chinese students to American colleges. John Fryer. 
*No. 3. Daily meals of school children. Caroline L. Hunt. 10 cts. 

tNo. 4. The teaching staff of secondary schools in the United States; amount of education, length oi expe- 
rience, salaries. Edward L. Thorndike. 
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T. Bailey. 15 cts. 
No. 7. Index to the Reports of the Commissioner of Education, 1867-1907. 
*No. 8. A teacher's professional library. Classified list of 100 titles. 5 cts. 
No. 9. Bibliography of education lor 1908-9. 

No 10. Education for efficiency in railroad service. J. Shirley Eaton. 

*No. 11. Statistics of State universities and other institutions of higher education partially supported by 
the State. 1908-9. 5 cts. 

1910. 

No. 1. The movement for reform in the teaching of religion in the public schools of Saxony. Arley B. 

Show. 
No. 2. State school systems: III. Legislation and judicial decisions relating to public education, Oct. 1, 

1908, to Oct. 1, 1909. Edward C. Elliott. 
fNo. 3. List of publications of the United States Bureau of Education, 1367-1910. 
No. 4. The biological stations of Europe. Charles A. Kofoid. 
No. 5. American schoolhouses. Fletcher B. Dresslar. 

fNo. 6. Statistics of State universities and other institutions of higher education partiallv supported by 
the State, 1909-10. 

T 



II BULLETIN OF THE BUEEAU OF EDUCATION. 

1911. 

*No. 1. Bibliography of science teaching. 5 cts. 

No. 2. Opportunities for graduate study in agriculture m the United States. A. C. Monahan. 
*Xo. 3. Agencies for the improvement of teachers in service. William C. Rmediger. 15 cts. 
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fNo. 11. Bibliography of child study for the years 1908-9. 
*No. 12. Training of teachers of elementary and secondary mathematics. 5 cts. 
*No. 13. Mathematics in the elementary schools of the United States. 15 cts. 
*No. 11. Provision for exceptional children in the public schools. J. H. Van Sickle, Lightner Witme^, 

and Leonard P. Ayres. 10 cts. 
*No. 15. Educational system of China as recently reconstructed. Harry E. King. 15 cts. 
No. 18. Mathematics in the public and private secondary schools of the United States. 
fNo. 17. List of publications of the United States Bureau of Education, October, 1911. 
*No. 18. Teachers' certificates issued under general State laws and regulations. Harlan UpdegrarT. 20 cts. 
No. 19. Statistics of State universities and other institutions of higher education partially supported by 
the State. 1910-11. 

1912. 

*No. 1. A course of study for the preparation of rural-school teachers. Fred Mutehler and W. J. Craig. 5 cts. 
*No. 2. Mathematics at West Point and Annapolis. 5 cts. 

No. 3. Report of committee on uniform records and reports. 

No. 4. Mathematics in technical secondary schools in the United States. 
*No. 5. A study of expenses of city school systems. Harlan Updegraft*. 10 cts. 
*No. 6. Agricultural education in secondary schools. 10 cts. 
fNo. 7. Educational status of nursing. M. Adelaide Nutting. 
fNo. 8. Peace day. Fannie Fern Andrews. [Later publication, 1913, No. 12. 

No. 9. Country schools for city boys. William S. Myers. 
*No. 10. Bibliography of education in agriculture and home economics. 10 cts. 
fNo. 11. Current educational topics, No. I. 

fNo. 12. Dutch schools of New Netherland and colonial New York. William H. Kilpatrick. 
*No. 13. Influences tending to improve the work ol the teacher ol mathematics. 5 cts. 
*No. 14. Report of the American commissioners of the international commission on the teaching of mathe- 
matics. 10 cts. 
fNo. 15. Current educational topics, No. 11. 

*No. 16. The reorganized school playground. Henry S. Curtis, acts. 
*No. 17. The Montessori system of education. Anna T. Smith. 5 cts. 

*No. 18. Teaching language through agriculture and domestic science. M. A . Leiper. 5 cts. 
*No. 19. Professional distribution of college and university graduates. Bailey B. Burritt. 10 cts. 
*No. 20. Readjustment of a rural high school to the needs of the community. H. A. Brown. i0 cts. 
*No. 21. Urban and rural common-school statistics. Harlan Updegrafi and William R . Hood. 5 cts. 

No. 22. Public and private high schools. 

No. 23. Special collections in libraries in the United States. W. Dawson Johnston and Isadore G. Mudge. 
*No. 24. Current educational topics, No. HI. 5 cts. 

fNo. 25. List of publications of the United States Bureau oi Education, 1912. 
fNo. 26. Bibliography of child study for the years 1910-11. 

No. 27. History of public-school education in Arkansas. Stephen B. Weeks. 
*No. 28. Cultivating school grounds in Wake County, N. C. Zebulon Judd. 5 cts. 

*No. 29. Bibliography of the teaching of mathematics, 1900-1912. David Eugene Smith and Charles 
Goldziher. 10 cts. 

No. 30. Latin-American universities and special schools. Edgar E. Brandon. 

No. 31. Educational directory, 1912. 

No. 32. Bibliography of exceptional children and their education. Arthur MacDonald. 

fNo. 33. Statistics of State universities and other institutions of higher education partially supported by 

the State. 1912. 

1913. 

No. 1. Monthly record of current educational publications, January, 1913. 
*No. 2. Training courses for rural teachers. A . C. Manahan and R . H. Wright. 5 cts. 
*No. 3. The teaching of modern languages in the United States. Charles H. Handschin. 15 cts. 
*No. 4. Present standards of higher education in the United States. George E . MacLean. 20 cts. 

No. 5. Monthly record of current educational publications. February, 1913. 
*No. 6. Agricultural instruction in high schools. C. H. Robison and F. B. Jenks. 10 cts. 



BULLETIN" OF THE BUREAU OF EDUCATION". m 

*No. 7. College entrance requirements. Clarence D. Krngsley. 15 ets. 

*No. 8. The status of rural education in the United States. A. C. Monahan. 15 cts. 

No. 9. Consular reports on continuation schools in Prussia. 

No. 10. Monthly record of current educational publications, March, 1913. 

No. 11. Monthly record of current educational publications, April, 1913. 
*No. 12. The promotion of peace. Fannie Fern Andrews. 10 cts. 

*No. 13. Standards and tests for measuring the efficiency of schools or systems of schools. Report of the 
committee of the National Council of Education, George D. Strayer, chairman. 5 cts. 

No. 14. Agricultural instruction in secondary schools. 

*No. 15. Monthly record of current educational publications, May, 1913. 5 cts. 
♦No. 16. Bibliography of medical inspection and health supervision. 15 cts. 

No. 17. A trade school for girls. A preliminary investigation in a typical manufacturing city, Worcester, 

Mass. 
*No. 18. The fifteenth international congress on hygiene and demography. Fletcher B. Dresslar, 10 cts- 
*No. 19. German industrial education and its lessons for the United States. Holmes Beckwith. 15 cts. 

No. 20. Illiteracy in the United States. 
fNo. 21. Monthly record of cm-rent educational publications, June, 1913. 

No. 22. Bibliography of industrial, vocational, and trade education. 
*No. 23. The Georgia Club at the State Normal School, Athens, Ga., for the study of rural sociology. 

E.G. Branson. 10 cts. 
*No. 24. A comparison of public education in Germany and in the United States. Georg Kerschensteiner. 

5 cts. 
*No. 25. Industrial education in Columbus, Ga. Roland B. Daniel. 5 cts. 
*No. 26. Good roads arbor day. Susan B. Sipe. 10 cts. 
*No. 27. Prison schools. A. C. Hill. 10 cts. 

No. 28. Expressions on education by American statesmen and publicists. 

No. 29. Accredited secondary schools in the United States. Kendric C. Babcock. 
*No. 30. Education in the South. 10 cfcs. 
*No. 31. Special features in city school systems. 10 cts. 

No. 32. Educational survey of Montgomery County, Md. 
fNo. 33. Monthly record of cm-rent educational publications, September, 1913. 

No. 34. Pension systems in Great Britain. Raymond Yv r . Sies. 
*No. 35. A list of books suited to a high-school library. 15 cts. 

No. 36. Report on the work of the Bureau of Education for the natives of Alaska, 1911-12. 

No. 37. Monthly record of cm-rent educational publications, October, 1913. 

No. 38. Economy of time in education. 

No. 39. Elementary industrial school of Cleveland, Ohio. W . N. Hailmann. 
*No. 40. The reorganized school playground. Henry S. Curtis. 10 cts. 

No. 41. The. reorganization of secondary education. 

No. 42. An experimental rural school at Winthrop College. H. S. Browne. 
*No. 43. Agriculture and rural-life day; material for its observance. Eugene C. Brooks. 10 cts. 
*No. 44. Organized health work in schools. E. B. Hoag. 10 cts. 

No. 45. Monthly record of cm-rent educational publications, November, 1913. 

No. 46. Educational directory, 1913. 
*No. 47. Teaching material in Government publications. F. K. 2\foyes. 10 cts. 

No. 48. School hygiene. W. Carson Ryan, ji . 

No. 49. The Farragut School, a Tennessee country-life high school. A. C. Monahan and Adams Phillips 
No. 50. The Fitchburg plan of cooperative industrial education. M, R. McCann. 

No. 51. Education of the immigrant. 

No. 52. Sanitary schoolhouses. Legal requirements in Indiana and Ohio. 

No. 53. Monthly record of current educational publications, December, 1913. 

No. 54. Consular reports on industrial education in Germany. 

No. 55. Legislation and judicial decisions relating to education, October 1, 1909, to October 1, 1912, 
James C. Boykin and William R. Hood. 

No. 56. Some suggestive features ol the Swiss school system. William Knox Tate. 

No. 57. Elementary education in England, with special reference to London, Liverpool, and Manchester. 
I. L. Handel. 

No. 58. Educational system of rural Denmark. Harold W . Foght. 

No. 59. Bibliography of education for 1910-11. 

No. 80. Statistics of State universities and other institutions of higher education partially supported 
by the State, 1912-13. 

1914. 

No. 1. Monthly record of current educational publications, January, 1914. 

No. 2. Compulsory school attendance. 

No. 3. Monthly record of current educational publications, February, 1914. 

No. 4. The school and the start in life. Meyer Bloom-field. 

No. 5. The folk high schools of Denmark, L. L. Friend. 

O 



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